Abo Bibliothek: Guest
Journal of Women and Minorities in Science and Engineering

Erscheint 6 Ausgaben pro Jahr

ISSN Druckformat: 1072-8325

ISSN Online: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

INTERSECTIONALITY AS A FRAMEWORK FOR UNDERSTANDING DIVERSE YOUNG WOMEN'S COMMITMENT TO ENGINEERING

Volumen 21, Ausgabe 1, 2015, pp. 1-26
DOI: 10.1615/JWomenMinorScienEng.2014007345
Get accessGet access

ABSTRAKT

Women and members of U.S. minority groups continue to be seriously underrepresented in engineering. In the literature on science, technology, engineering, and mathematics (STEM) diversity, women and minorities typically are treated as distinct groups. However, this approach is challenged by nearly two decades of scholarship on "intersectionality", i.e., the idea that social categories and markers of difference and identity−such as gender, race, ethnicity, and class−never operate independently of each other. In this paper, we discuss the cases of three high school women, who demonstrated varied forms of commitment to engineering as they participated in a three-year, National Science Foundation (NSF)-funded project, Female Recruits Explore Engineering (FREE). We introduce the young women, describe salient aspects of their career exploration experiences during high school, and apply an intersectional framework to their cases. The analysis illuminates how influential social factors and identity markers intertwine to affect the girls' commitment to the academic and career choice of engineering. We demonstrate how the interconnections of gender, race, ethnicity, and socio-economic factors influence perceptions and decisions about whether to pursue engineering in college.

REFERENZIERT VON
  1. Bystydzienski Jill M., Eisenhart Margaret, Bruning Monica, High School Is Not Too Late: Developing Girls' Interest and Engagement in Engineering Careers, The Career Development Quarterly, 63, 1, 2015. Crossref

  2. Cross Kelly J., Balancing engineering and religious identities, 2016 IEEE Frontiers in Education Conference (FIE), 2016. Crossref

  3. Johri Aditya, Heyman-Schrum Cassie, Ruiz Daniel, Malik Aqdas, Karbasian Habib, Handa Rajat, Purohit Hemant, More Than an Engineer, Proceedings of the 1st ACM SIGCAS Conference on Computing and Sustainable Societies, 2018. Crossref

  4. Salas-Morera Lorenzo, Ruiz-Bustos Rocío, Cejas-Molina María Antonia, Olivares-Olmedilla José L., García-Hernández Laura, Palomo-Romero Juan M., Understanding why women don’t choose engineering degrees, International Journal of Technology and Design Education, 31, 2, 2021. Crossref

  5. Myers Kristen, Gallaher Courtney, McCarragher Shannon, STEMinism, Journal of Gender Studies, 28, 6, 2019. Crossref

  6. Eisenhart Margaret, Allen Carrie D., Addressing underrepresentation of young women of color in engineering and computing through the lens of sociocultural theory, Cultural Studies of Science Education, 15, 3, 2020. Crossref

  7. Greusing Inka, Intersektionalität in der feministischen Fachkulturforschung in den Ingenieurswissenschaften, in Handbuch Intersektionalitätsforschung, 2020. Crossref

  8. Bowen Corin, Johnson Aaron, Critical Educational Theory: Applications in Engineering Education, 2020 ASEE Virtual Annual Conference Content Access Proceedings, 2020. Crossref

  9. Secules Stephen, McCall Cassandra, Mejia Joel Alejandro, Beebe Chanel, Masters Adam S., L. Sánchez‐Peña Matilde, Svyantek Martina, Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community, Journal of Engineering Education, 110, 1, 2021. Crossref

  10. Agrawal Ashish, McNair Lisa, An Intersectional Analysis of the English-Competency Experiences of International Teaching Assistants, Journal of International Students, 11, 4, 2021. Crossref

  11. Monteiro Fatima, Leite Carlinda, Rocha Cristina, The engineering social role conception promoted in the engineering courses’ advertising: looking from the point of view of women, 2021 IEEE Global Engineering Education Conference (EDUCON), 2021. Crossref

  12. Rosa Katemari, Blue Jennifer, Hyater-Adams Simone, Cochran Geraldine L., Prescod-Weinstein Chanda, Resource Letter RP-1: Race and physics, American Journal of Physics, 89, 8, 2021. Crossref

  13. Weidler-Lewis Joanna, Transformation and Stasis: An Exploration of LGBTQA Students Prefiguring the Social Practices of Engineering for Greater Inclusivity, Engineering Studies, 12, 2, 2020. Crossref

  14. Barman Linda, Naimi-Akbar Ida, McGrath Cormac, Weurlander Maria, Engineering teachers’ approaches to design and deliver inclusive teaching in flexible learning spaces, 2018 IEEE Frontiers in Education Conference (FIE), 2018. Crossref

  15. Coutinho Fernanda, Monteiro Fatima, A gender-focused profile of student applications for Electrical Engineering in Portugal, 2022 31st Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE), 2022. Crossref

  16. Starr Christine R., Tulagan Nestor, Simpkins Sandra D., Black and Latinx Adolescents’ STEM Motivational Beliefs: a Systematic Review of the Literature on Parent STEM Support, Educational Psychology Review, 2022. Crossref

  17. Hardtke Mellissa, Khanjaninejad Leila, Lang Candace, Nasiri Noushin, Gender Complexity and Experience of Women Undergraduate Students within the Engineering Domain, Sustainability, 15, 1, 2022. Crossref

  18. Greusing Inka, Intersektionalität in der feministischen Fachkulturforschung in den Ingenieurswissenschaften, in Handbuch Intersektionalitätsforschung, 2022. Crossref

Zukünftige Artikel

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
Digitales Portal Digitale Bibliothek eBooks Zeitschriften Referenzen und Berichte Forschungssammlungen Preise und Aborichtlinien Begell House Kontakt Language English 中文 Русский Português German French Spain