Track 2: Does the Diversity Perspective of R1 Institutions Matter for the Workplace Inclusion of Their Black and Hispanic Engineering Faculty?

轨道 2：R1 机构的多元化视角对其黑人和西班牙裔工程教师的工作场所包容性重要吗？

• 批准号: 2317780
• 负责人: Henry Tran
• 金额: $ 40万
• 依托单位: University of South Carolina at Columbia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-07-15 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2317780&HistoricalAwards=false
• 关键词: Track; Does; Diversity; Perspective; R1

This research "Does the diversity perspective of R1 institutions matter for the workplace inclusion of their Black and Hispanic engineering faculty?" will examine the relationship between the organizational diversity perspective (diversity strategy and approach) of inclusive research-intensive (R1) universities and perceptions of workplace inclusion by Black and Hispanic Engineering Faculty (BHEF). This work is vital because the perennial problem of the underrepresentation of Black and Hispanic faculty in engineering has remained unabated for decades. The scarcity of BHEF faculty often results in a lack of racially congruent faculty-student mentorship relationships for those from underrepresented backgrounds, which is vital for STEM identity affirmation. The project aligns with the Broadening Participation in Engineering Program’s focus on strengthening the current and future engineering workforce by encouraging the creation and sustenance of work environments that promote the participation of all citizens in engineering by "building capacity through inclusivity and equity within the engineering academic experience." In doing so, we will examine how universities espouse and enact their diversity perspectives through their actions at different levels of the institution (i.e., university, college, department) to support their diversity values, respond to diversity resistance, and achieve success as identified through various performance metrics. This study will examine the black box of how institutions maintain an environment that is comparatively more inclusive than others and what they do that facilitates this success.The objective of this research is to test the theory that institutions that espouse particular diversity perspectives (i.e., a learning and effective paradigm) will see better organizational inclusion outcomes (e.g., more inclusive work climates) for their BHEF than their counterparts. While most research in the field focuses on understanding the experiences of and problems identified BHEF, the proposed project extends that work to focus on the employer perspective to understand how organizational responses matter for those identified problems in institutions that are rated as inclusive for BHEF. The overarching research question for this proposed study is the following: What is the relationship between institutions’ (i.e., at the university, college, and department level respectively) diversity perspective and workplace inclusion for BHEF at inclusive R1 universities? To address this, we will conduct a quantitative-qualitative (QUANT-QUAL) mixed method study. Overall, the purpose is to assess empirical support for the diversity perspective theory to better understand how to improve institutional diversity, especially for BHEF. A two-phase study will be conducted comprised of a national diversity perspective survey to administrators at R1 institutions and a qualitative multi-site case study to identify and understand the diversity perspectives of our purposive sample of six “R1” higher education institutions that have been ranked as highly inclusive. Based on prior research and the diversity perspective theory, we hypothesize that BHEF’s feelings of workplace inclusion will be affected by their institution’s diversity perspective. Practically speaking, the potential impacts of the research include providing guidance to institutions of higher education and colleges of engineering concerning the value of emphasizing and promoting particular diversity perspectives for diversity outcomes to facilitate inclusive work environments for BHEF and other underrepresented faculty.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这项研究“R1机构的多样性观点是否对黑人和西班牙裔工程教师的工作场所包容有影响？“将研究包容性研究密集型（R1）大学的组织多样性视角（多样性战略和方法）与黑人和西班牙裔工程学院（BHEF）对工作场所包容性的看法之间的关系。这项工作是至关重要的，因为黑人和西班牙裔教师在工程中代表性不足的长期问题几十年来一直没有减轻。BHEF教师的稀缺往往导致那些来自代表性不足背景的人缺乏种族一致的师生导师关系，这对STEM身份确认至关重要。 该项目与扩大参与工程计划的重点是加强当前和未来的工程劳动力，通过鼓励创造和维持工作环境，促进所有公民参与工程，通过“通过包容性和工程学术经验中的公平建设能力。“在这样做的过程中，我们将研究大学如何通过其在机构不同层面的行动（即，大学，学院，部门），以支持其多样性的价值观，应对多样性的阻力，并取得成功，通过各种性能指标确定。本研究将探讨机构如何维持一个比其他机构更具包容性的环境的黑箱，以及它们为促进这种成功所做的工作。本研究的目的是检验支持特定多样性观点的机构（即，一个学习和有效的范例）将看到更好的组织包容性成果（例如，更包容的工作环境）。虽然该领域的大多数研究都集中在了解BHEF的经验和问题，但拟议的项目将这项工作扩展到关注雇主的角度，以了解组织的反应如何影响被评为BHEF包容性机构中的问题。这项拟议研究的首要研究问题如下：机构之间的关系是什么（即，在大学，学院和部门的水平分别）的多样性的角度和工作场所的包容性BHEF在包容性R1大学？为了解决这个问题，我们将进行定量-定性（QUANT-QUAL）混合方法研究。 总体而言，其目的是评估多样性视角理论的实证支持，以更好地理解如何提高机构多样性，特别是BHEF。一个两阶段的研究将进行包括一个国家的多样性视角调查，以管理员在R1机构和定性多站点的案例研究，以确定和了解我们的六个“R1”高等教育机构，已被列为高度包容性的有目的的样本的多样性观点。基于先前的研究和多样性视角理论，我们假设，BHEF的工作场所包容的感觉会受到他们的机构的多样性视角。实际上，该研究的潜在影响包括为高等教育机构和工程学院提供指导，强调和促进特定多样性观点的价值，以获得多样性成果，从而为BHEF和其他代表性不足的教师提供包容性的工作环境。该奖项反映了NSF的法定使命，并被认为值得通过利用基金会的智力价值进行评估来支持和更广泛的影响审查标准。