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

这项研究“R1学院的多元化视角对其黑人和西班牙裔工程教员的工作场所包容性是否重要？”将考察包容性研究密集型(R1)大学的组织多样性观点(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。这项工作至关重要，因为几十年来，工程学领域黑人和西班牙裔教师代表性不足的长期问题一直没有得到缓解。BHEF师资的缺乏往往导致那些来自代表性不足的背景的人缺乏种族契合的师生指导关系，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，该计划通过鼓励创造和维持促进所有公民参与工程的工作环境来加强当前和未来的工程劳动力，方法是“通过在工程学术经验中的包容性和公平性来建设能力”。在此过程中，我们将研究大学如何通过其在机构不同层面(即大学、学院、系)的行动来支持其多元化价值观，应对多元化阻力，并通过各种绩效衡量标准取得成功。这项研究将考察机构如何维持一个相对比其他机构更具包容性的环境，以及它们是如何促进这一成功的。本研究的目标是检验这样一种理论，即支持特定多样性观点(即，学习和有效的范式)的机构将比它们的同行看到更好的组织包容结果(例如，更具包容性的工作环境)。虽然该领域的大多数研究侧重于了解BHEF的经验和发现的问题，但拟议的项目将这项工作扩展到侧重于雇主的角度，以了解组织的反应对那些被评为BHEF包容性的机构中发现的问题有何影响。这项拟议研究的主要研究问题如下：包容性R1大学的BHEF机构(即分别在大学、学院和系一级)的多样性视角与工作场所包容性之间的关系是什么？为了解决这一问题，我们将进行定量-定性(QANT-QUAL)混合方法研究。总体而言，目的是评估多样性视角理论的经验支持，以更好地理解如何改善机构多样性，特别是对BHEF而言。将进行一项分两个阶段的研究，包括对R1院校管理人员进行的国家多样性视角调查和定性的多地点案例研究，以确定和了解我们有目的的样本六所被评为高度包容性的“R1”高等教育机构的多样性视角。基于前人的研究和多元化视角理论，我们假设BHEF对工作场所包容性的感受会受到其机构多元化视角的影响。从实践上讲，这项研究的潜在影响包括为高等教育机构和工程学院提供关于强调和促进多样性结果的特定多样性观点的价值的指导，以促进BHEF和其他代表性不足的学院的包容性工作环境。这一奖项反映了NSF的法定使命，并通过使用基金会的智力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.