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

本研究“R1机构的多样性视角对其黑人和西班牙裔工程学院的工作场所包容性重要吗？”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领域的代表性不足的长期问题几十年来一直有增无减。BHEF教师的稀缺往往导致来自代表性不足背景的人缺乏种族一致的师生指导关系，这对STEM身份确认至关重要。该项目与“扩大工程参与计划”的重点相一致，即通过“在工程学术经验中通过包容性和公平性建设能力”，鼓励创造和维持促进所有公民参与工程的工作环境，从而加强当前和未来的工程劳动力。在此过程中，我们将研究大学如何通过在机构的不同层面（即大学，学院，部门）的行动来支持和实施其多样性观点，以支持其多样性价值观，应对多样性阻力，并通过各种绩效指标获得成功。本研究将探讨机构如何维持一个相对更具包容性的环境，以及它们做了什么来促进这种成功。本研究的目的是检验这样一种理论，即支持特定多样性视角（即学习和有效范式）的机构在其BHEF方面会比同行看到更好的组织包容性结果（例如，更具包容性的工作氛围）。虽然该领域的大多数研究都侧重于了解BHEF的经验和确定的问题，但拟议的项目将这项工作扩展到关注雇主的角度，以了解组织反应对被评为包容性BHEF的机构中确定的问题的影响。本研究的首要研究问题是：在包容性R1大学中，机构（分别为大学、学院和系级）的多样性视角与BHEF的工作场所包容性之间的关系是什么？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，目的是评估多样性视角理论的实证支持，以更好地了解如何改善机构多样性，特别是北京高等学校。研究将分两阶段进行，包括对R1院校的管理人员进行全国性的多样性视角调查，以及进行定性的多地点案例研究，以确定和了解我们有目的的六所“R1”高等教育机构的多样性视角，这些机构被评为高度包容性。基于已有研究和多元化视角理论，我们假设企业的多元化视角会影响企业高管的工作场所包容感受。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，说明强调和促进特定多样性观点对多样性结果的价值，以促进BHEF和其他代表性不足的教师的包容性工作环境。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.