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

ECR项目强调基础STEM教育研究，这将产生该领域的基础知识。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM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中的性别研究（GSE）项目资助。GSE旨在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，这将导致更大、更多样化的国内STEM劳动力。这一合作项目将增加在核心领域的基础研究，即扩大所有女性在工程领域的参与。它将解决在所有女性中缺乏明确定义的研究方法、研究和数据的交叉点的问题。该项目将重点关注在美国高等教育机构担任终身教职的非裔美国人、西班牙裔/拉丁裔美国人、亚裔/亚裔美国人、美洲原住民、白人和多种族女性。为了完成这项工作，普渡大学（Purdue University）和范德比尔特大学（Vanderbilt University）的工程教育家、工程师和社会科学家组成的合作团队将研究女性在工程领域遇到的挑战和障碍。该研究将以一个交叉框架为指导，旨在揭示为什么来自这些群体的工程学院在面临基于种族、性别和阶级的挑战时仍然坚持不懈。拟议的研究是在制度（统治和从属的系统关系）框架内进行的；象征性的（刻板的或控制的形象）；以及压迫的个人（制度和象征）维度，根据希尔斯·柯林斯的交叉框架。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，并调查目标人群中持久性和复原力的观点。这项研究将包括对美国工程教育学会从350个机构收集的数据进行描述性和趋势分析，然后对从同一数据库中选择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得到加强。从这些数据源中挑选的数据的解释将被三角化，以集体记录坚持从事工程的女性所面临的独特特征、经历和压迫因素。如果研究结果显示了一些女性坚持服药的具体原因，并确定了她们坚持服药的障碍，那么这一发现可能会为后续研究和干预措施的发展奠定基础。然后，这些结果可以为解决制度、象征和个人变化的方法提供信息，这些变化对于扩大所有女性在工程领域的参与至关重要。

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.