Constructing Conducive Environment for Women of Color in Engineering Undergraduate Education

2017 ◽  
pp. 416-440
Author(s):  
Hyun Kyoung Ro ◽  
Kadian McIntosh
Keyword(s):  
Women Students ◽  
Black Women ◽  
Women Of Color ◽  
Engineering Students ◽  
White Women ◽  
Individual Characteristics ◽  
Policy And Practice ◽  
Engineering Programs ◽  
Academic Environments ◽  
Four Year Institutions

The engineering field, in particular, struggles to recruit and retain students, especially women of color. Thus, consideration of how academic environments, such as treatment by faculty and peers, interaction with faculty, and available resources for learning and tutoring, uniquely affect women of color is examined. Several theories, such as critical racial theory, intersectionality, and campus climate framework, highlight the importance of examining individual characteristics and details of the environmental context. This study used data from a sample of 850 women students in 120 U.S. engineering undergraduate programs from 31 four-year institutions. Black women engineering students experienced and perceived more differential treatment because of their race/ethnicity but interacted more with faculty than White women students. This study provides critical implications for policy and practice regarding how administrators and faculty members can design engineering programs to create better climate and offer resources for women of color students.

Constructing Conducive Environment for Women of Color in Engineering Undergraduate Education

2016 ◽  
pp. 23-48
Author(s):  
Hyun Kyoung Ro ◽  
Kadian McIntosh
Keyword(s):  
Women Students ◽  
Black Women ◽  
Women Of Color ◽  
Engineering Students ◽  
White Women ◽  
Individual Characteristics ◽  
Policy And Practice ◽  
Engineering Programs ◽  
Academic Environments ◽  
Four Year Institutions

The engineering field, in particular, struggles to recruit and retain students, especially women of color. Thus, consideration of how academic environments, such as treatment by faculty and peers, interaction with faculty, and available resources for learning and tutoring, uniquely affect women of color is examined. Several theories, such as critical racial theory, intersectionality, and campus climate framework, highlight the importance of examining individual characteristics and details of the environmental context. This study used data from a sample of 850 women students in 120 U.S. engineering undergraduate programs from 31 four-year institutions. Black women engineering students experienced and perceived more differential treatment because of their race/ethnicity but interacted more with faculty than White women students. This study provides critical implications for policy and practice regarding how administrators and faculty members can design engineering programs to create better climate and offer resources for women of color students.

Gender Theory in Philosophy of Race

2017 ◽  
Author(s):  
Naomi Zack
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Critical Theory ◽  
Black Men ◽  
Women Of Color ◽  
White Women ◽  
Main Idea ◽  
Race Theory ◽  
Philosophy Of Race ◽  
The Subject

The subject of critical race theory is implicitly black men, and the main idea is race. The subject of feminism is implicitly white women, and the main idea is gender. When the main idea is race, gender loses its importance and when the main idea is gender, race loses its importance. In both cases, women of color, especially black women, are left out. Needed is a new critical theory to address the oppression of nonwhite, especially black, women. Critical plunder theory would begin with the facts of uncompensated appropriation of the biological products of women of color, such as sexuality and children.

Second to None

2019 ◽  
pp. 211-225 ◽  
Author(s):  
Ginny Jones Boss ◽  
Tiffany J. Davis ◽  
Christa J. Porter ◽  
Candace M. Moore
Keyword(s):  
Black Women ◽  
Women Of Color ◽  
Structuration Theory ◽  
Contingent Faculty ◽  
Full Time ◽  
Critical Race Feminism ◽  
Policy And Practice ◽  
Gender And Age ◽  
Barriers And Opportunities ◽  
Experiences Of Women

The purpose of this chapter is to foreground the experiences of women of Color who serve in full-time, contingent faculty roles and interrogate the policies and practices that present both barriers and opportunities for these faculty members within the academy. Using a conceptual framework of previous literature in combination with critical race feminism and structuration theory, the authors discuss the ways in which identity (race, gender, and age) and position (contingent vs. tenure-track) influence faculty life and teaching. Throughout this discussion, the authors also introduce results from a study they conducted on Black women contingent faculty. The chapter concludes with the authors offering suggestions for institutional policy and practice.

scholarly journals On Women and their Wombs: Capitalism, Racialization, Feminism

2018 ◽  
Vol 1 (1) ◽  
pp. 263-267
Author(s):  
Françoise Vergès
Keyword(s):  
Black Women ◽  
Women Of Color ◽  
White Women ◽  
State Intervention ◽  
Women's Liberation ◽  
Forced Sterilization ◽  
Women’S Liberation ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S

Abstract This article draws from Françoise Vergès's book, Le ventre des femmes: Capitalisme, racialisation, féminisme,* which traces the history of the colonization of the wombs of Black women by the French state in the 1960s and 1970s through forced abortions and the forced sterilization of women in French foreign territories. Vergès retraces the long history of colonial state intervention in Black women's wombs during the slave trade and post-slavery imperialism, and after World War II, when international institutions and Western states blamed the poverty and underdevelopment of the Third World on women of color. Vergès looks at the feminist and Women's Liberation movements in France in the 1960s and 1970s and asks why, at a time of French consciousness about colonialism brought about by Algerian independence and the social transformations of 1968, these movements chose to ignore the history of the racialization of women's wombs in state politics. In making the liberalization of contraception and abortion their primary aim, she argues, French feminists inevitably ended up defending the rights of white women at the expense of women of color, in a shift from women's liberation to women's rights.

Description of Personality Similarities and Differences of a Sample of Black and White Female Engineering Students

1997 ◽  
Vol 81 (2) ◽  
pp. 603-610 ◽  
Author(s):  
Nina W. Brown
Keyword(s):  
Black Women ◽  
Engineering Students ◽  
White Women ◽  
White Female ◽  
Adjective Checklist ◽  
Black And White ◽  
Self Confidence ◽  
Significant Difference ◽  
Similarities And Differences ◽  
Mean Differences

45 black and white female engineering students were assessed on Gough's Adjective Checklist and Schultz's FIRO-B. Nine Adjective Checklist scales showed significant mean differences between black and white women with black women having higher mean scores on Succorance and Abasement. White women had significantly higher mean scores on Achievement, Dominance, Counseling Readiness, Self-confidence, Military Leadership, Masculinity, and A-4. Comparison of scores on the FIRO-B by race showed only one scale with a significant difference, Wanted Inclusion.

Race, Gender, and Political Representation

2020 ◽  
Author(s):  
Beth Reingold ◽  
Kerry L. Haynie ◽  
Kirsten Widner
Keyword(s):  
Black Women ◽  
Women Of Color ◽  
White Women ◽  
Political Representation ◽  
Original Data ◽  
The United States ◽  
Race And Gender ◽  
Representation Of Women ◽  
Gender Similarities ◽  
Politics Of Race

Who gets elected? Who do they represent? What issues do they prioritize? Does diversity in representation make a difference? Race, Gender, and Political Representation approaches these questions about the politics of identity in the United States differently. It is not about women’s representation or minority representation; it is about how race and gender interact to affect the election, behavior, and impact of all individuals—raced women and gendered minorities alike. By putting women of color at the center of the analysis and re-evaluating traditional, one-at-a-time approaches to studying the politics of race or gender, the authors demonstrate what an intersectional approach to political representation can reveal. With a wealth of original data on the presence, policy leadership, and policy impact of Black women and men, Latinas and Latinos, and White women and men in state legislative office in the late 20th and early 21st centuries, each chapter shows how the politics of race, gender, and representation are far more complex than recurring “Year of the Woman” frameworks suggest. An array of race-gender similarities and differences is evident in the experiences, activities, and accomplishments of these state legislators. Yet one thing is clear: the representation of those marginalized by multiple, intersecting systems of power and inequality is intricately bound to the representation of women of color.

Ethnic Differences in Self-Poisoning Across South London

Crisis ◽  
2014 ◽  
Vol 35 (4) ◽  
pp. 268-272
Author(s):  
Sean Cross ◽  
Dinesh Bhugra ◽  
Paul I. Dargan ◽  
David M. Wood ◽  
Shaun L. Greene ◽  
...  
Keyword(s):  
Black Women ◽  
Data Collection ◽  
White Women ◽  
Population Based ◽  
Care Services ◽  
Self Harm ◽  
Managing Risk ◽  
The Uk ◽  
Incident Cases ◽  
Minority Ethnic

Background: Self-poisoning (overdose) is the commonest form of self-harm cases presenting to acute secondary care services in the UK, where there has been limited investigation of self-harm in black and minority ethnic communities. London has the UK’s most ethnically diverse areas but presents challenges in resident-based data collection due to the large number of hospitals. Aims: To investigate the rates and characteristics of self-poisoning presentations in two central London boroughs. Method: All incident cases of self-poisoning presentations of residents of Lambeth and Southwark were identified over a 12-month period through comprehensive acute and mental health trust data collection systems at multiple hospitals. Analysis was done using STATA 12.1. Results: A rate of 121.4/100,000 was recorded across a population of more than half a million residents. Women exceeded men in all measured ethnic groups. Black women presented 1.5 times more than white women. Gender ratios within ethnicities were marked. Among those aged younger than 24 years, black women were almost 7 times more likely to present than black men were. Conclusion: Self-poisoning is the commonest form of self-harm presentation to UK hospitals but population-based rates are rare. These results have implications for formulating and managing risk in clinical services for both minority ethnic women and men.

First-Year Engineering Computing Courses in Canadian Engineering Programs

1969 ◽  
Author(s):  
Sean Maw ◽  
Janice Miller Young ◽  
Alexis Morris
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Expected Value ◽  
Knowledge Development ◽  
First Year ◽  
Recent Past ◽  
Engineering Programs ◽  
Digital Computation ◽  
Pedagogical Philosophies ◽  
Introductory Computing

Most Canadian engineering students take a computing course in their first year that introduces them to digital computation. The Canadian Engineering Accreditation Board does not specify the language(s) that can or should be used for instruction. As a result, a variety of languages are used across Canada. This study examines which languages are used in degree-granting institutions, currently and in the recent past. It also examines why institutions have chosen the languages that they currently use. In addition to the language used in instruction, the types and hours of instruction are also analyzed. Methods of instruction and evaluation are compared, as well as the pedagogical philosophies of the different programs with respect to introductory computing. Finally, a comparison of the expected value of this course to graduates is also presented. We found a more diverse landscape for introductory computing courses than anticipated, in most respects. The guiding ethos at most institutions is skill and knowledge development, especially around problem solving in an engineering context. The methods to achieve this are quite varied, and so are the languages employed in such courses. Most programs currently use C/C++, Matlab, VB and/or Python.

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