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How Stereotypes and Relationships Influence Women and Underrepresented Minority Students' Fit in Engineering

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Title: How Stereotypes and Relationships Influence Women and Underrepresented Minority Students' Fit in Engineering
Language: English
Authors: Campbell-Montalvo, Rebecca (ORCID 0000-0003-2671-8056), Kersaint, Gladis, Smith, Chrystal A. S., Puccia, Ellen, Skvoretz, John, Wao, Hesborn, Martin, Julie P. (ORCID 0000-0003-1962-8394), MacDonald, George, Lee, Reginald
Source: Journal of Research in Science Teaching. Apr 2022 59(4):656-692.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 37
Publication Date: 2022
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1432297
1664366
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Sex Stereotypes, Interpersonal Relationship, Females, Minority Group Students, Disproportionate Representation, Engineering Education, Undergraduate Students, Student Experience, Sense of Community, Social Capital, Student Attitudes, Racial Bias, Gender Bias, Student Organizations
DOI: 10.1002/tea.21740
ISSN: 0022-4308
Abstract: Women and underrepresented minority (URM) undergraduates declare and complete science, technology, engineering, and mathematics majors at different rates in comparison to majority groups. Explanations of these differences have long been deficit oriented, focusing on aptitude or similar characteristics, but more recent work focuses on institutional contexts, such as academic climate and feelings of belonging (fit). This study examines the experiences of women and URM students in engineering undergraduate programs, focusing on how they fit, experiential factors affecting fit, and how fit is mitigated by social relationships from their networks and organizations in which they participate (i.e., social capital). Thematic analysis of 55 women and URM interviewee responses shows that students who fit well were those with majority characteristics, including race (i.e., White, White-passing) and gender (i.e., men, masculine appearance), and those in groups well represented in their programs numerically (i.e., men, Asian). In contrast, women and Black students encountered threats to their fit due to stereotyping from bias and differential treatment from others (i.e., being excluded from group work). However, students received advice from their social networks (i.e., family, professors) in which they were warned to expect discrimination, or through organizations in which they participated (i.e., National Association of Black Engineers) where their sense of community was expanded. The advice and resources provided through this network-based and participatory social capital mitigated fit for women and Black students, albeit in different ways, helping to preserve their feelings of belonging and promote their persistence in engineering. We offer suggestions to enact university policies to increase access to social capital with homophilious alters and educational opportunities for majority groups.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1327959
Database: ERIC
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  Data: How Stereotypes and Relationships Influence Women and Underrepresented Minority Students' Fit in Engineering
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  Data: <searchLink fieldCode="AR" term="%22Campbell-Montalvo%2C+Rebecca%22">Campbell-Montalvo, Rebecca</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2671-8056">0000-0003-2671-8056</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kersaint%2C+Gladis%22">Kersaint, Gladis</searchLink><br /><searchLink fieldCode="AR" term="%22Smith%2C+Chrystal+A%2E+S%2E%22">Smith, Chrystal A. S.</searchLink><br /><searchLink fieldCode="AR" term="%22Puccia%2C+Ellen%22">Puccia, Ellen</searchLink><br /><searchLink fieldCode="AR" term="%22Skvoretz%2C+John%22">Skvoretz, John</searchLink><br /><searchLink fieldCode="AR" term="%22Wao%2C+Hesborn%22">Wao, Hesborn</searchLink><br /><searchLink fieldCode="AR" term="%22Martin%2C+Julie+P%2E%22">Martin, Julie P.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1962-8394">0000-0003-1962-8394</externalLink>)<br /><searchLink fieldCode="AR" term="%22MacDonald%2C+George%22">MacDonald, George</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+Reginald%22">Lee, Reginald</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. Apr 2022 59(4):656-692.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 37
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  Label: Publication Date
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  Data: 2022
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  Data: National Science Foundation (NSF)
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  Data: 1432297<br />1664366
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Sex+Stereotypes%22">Sex Stereotypes</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Capital%22">Social Capital</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Organizations%22">Student Organizations</searchLink>
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  Data: 10.1002/tea.21740
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  Data: 0022-4308
– Name: Abstract
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  Group: Ab
  Data: Women and underrepresented minority (URM) undergraduates declare and complete science, technology, engineering, and mathematics majors at different rates in comparison to majority groups. Explanations of these differences have long been deficit oriented, focusing on aptitude or similar characteristics, but more recent work focuses on institutional contexts, such as academic climate and feelings of belonging (fit). This study examines the experiences of women and URM students in engineering undergraduate programs, focusing on how they fit, experiential factors affecting fit, and how fit is mitigated by social relationships from their networks and organizations in which they participate (i.e., social capital). Thematic analysis of 55 women and URM interviewee responses shows that students who fit well were those with majority characteristics, including race (i.e., White, White-passing) and gender (i.e., men, masculine appearance), and those in groups well represented in their programs numerically (i.e., men, Asian). In contrast, women and Black students encountered threats to their fit due to stereotyping from bias and differential treatment from others (i.e., being excluded from group work). However, students received advice from their social networks (i.e., family, professors) in which they were warned to expect discrimination, or through organizations in which they participated (i.e., National Association of Black Engineers) where their sense of community was expanded. The advice and resources provided through this network-based and participatory social capital mitigated fit for women and Black students, albeit in different ways, helping to preserve their feelings of belonging and promote their persistence in engineering. We offer suggestions to enact university policies to increase access to social capital with homophilious alters and educational opportunities for majority groups.
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  Data: 2022
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  Data: EJ1327959
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        Value: 10.1002/tea.21740
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      – Text: English
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        PageCount: 37
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      – SubjectFull: Sex Stereotypes
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      – SubjectFull: Interpersonal Relationship
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      – SubjectFull: Females
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Engineering Education
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      – SubjectFull: Sense of Community
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