Why We Persist: An Intersectional Study to Characterize and Examine the Experiences of Women Tenure-Track Faculty in Engineering

ECR计划强调基础STEM教育研究，这将产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。作为ECR的一部分，该项目由科学与工程性别研究(GSE)计划资助。GSE寻求通过教育和实施研究了解和解决科学、技术、工程和数学(STEM)教育和劳动力参与方面的性别差异，这将导致更多和更多样化的国内STEM劳动力。这一合作项目将增加扩大所有妇女参与工程学这一核心领域的基础研究。它将解决缺乏关于种族、性别和阶级在所有女性中的交集的明确的研究方法、研究和数据的机构。该项目将重点关注包括非洲裔美国人、西班牙裔/拉丁裔、亚裔/亚裔美国人、美国原住民、白人和在美国高等教育机构担任终身教职的多种族女性。为了完成这项工作，普渡大学和范德比尔特大学的工程教育者、工程师和社会科学家组成的协作团队将研究女性在工程学中遇到的挑战和障碍。这项研究将由一个交叉框架指导，试图揭示为什么这些群体的工程学教师在面临种族、性别和阶级方面的挑战时仍然存在。根据希尔斯柯林斯的交叉框架，拟议的研究是在制度(系统的支配和从属关系)、象征(刻板印象或控制形象)和个人(制度和象征)压迫维度的框架内进行的。该项目将使用混合方法来确定所有妇女在工程方面的纵向趋势，并调查目标人群中关于持久性和复原力的观点。这项研究将对美国工程教育协会从350所机构收集的数据进行描述性和趋势分析，随后对从同一数据库中挑选的女性进行全国调查。这些步骤将通过机构分析、小型试点研究和面对面访谈收集的数据加以补充。对从这些数据来源中挑选出来的数据的解释将被三角化，以共同记录坚持从事工程工作的女性所面临的独特特征、经历和因素。如果结果显示了一些女性坚持下去的具体原因，并确定了她们坚持下去的障碍，那么这些发现可以作为同伴研究和干预措施发展的跳板。然后，这些成果可以为解决机构、象征性和个人变化的方法提供信息，这些变化是扩大所有妇女参与工程学的根本。

The ECR program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. As part of ECR, this project is funded by the Research on Gender in Science and Engineering (GSE) program. GSE seeks to understand and address gender-based differences in science, technology, engineering and mathematics (STEM) education and workforce participation through education and implementation research that will lead to a larger and more diverse domestic STEM workforce. This collaborative project will add to fundamental research in the core area of broadening participation for all women in engineering. It will address the lack of a well-defined body of research methods, studies, and data on the intersection of race, gender, and class among all women. The project will focus on populations that include African American, Hispanic/Latina, Asian/Asian-American, Native American, White, and multiracial women in tenured faculty positions at higher education institutions within the United States. To do this work, collaborative teams of engineering educators, engineers, and social scientists at Purdue University and Vanderbilt University will study challenges and barriers women encounter in engineering. The study will be guided by an intersectional framework that seeks to uncover why engineering faculty from these groups persist despite the challenges that face them based on race, gender, and class.The proposed study is framed within the institutional (systemic relationships of domination and subordination); symbolic (stereotypical or controlling images); and individual (institutional and symbolic) dimensions of oppression according to Hills Collins' intersectional framework. The project will use mixed methods to identify longitudinal trends in engineering for all women and investigate perspectives about persistence and resilience among the targeted populations. The research will involve descriptive and trend analyses of data collected from 350 institutions by the American Society for Engineering Education, followed a national survey of women selected from the same database. These steps will be augmented by data collected through institutional analyses, a small pilot study, and face-to-face interviews. Interpretation of data culled from these data sources will be triangulated to collectively document unique characteristics, experiences, and factors about oppressions faced by women who persist in engineering. If the outcomes show specific reasons why some women persist, as well as identify barriers to their persistence, the findings could serve as a launching pad for companion studies and the development of interventions. These outcomes could then inform ways to address institutional, symbolic, and individual changes that are fundamental to broadening the participation of all women in engineering.