
Interacting with Ruling Relations: Engineering Graduate Student Experiences of Discrimination
By: Matthew Bahnson, Derrick Satterfield, Mary Wyer and Adam Kirn
References
- Artiles, M. S., & Matusovich, H. M. (2020). Examining doctoral degree attrition rates: Using expectancy-value theory to compare student values and faculty supports. International Journal of Engineering Education, 36(3), 1071–1081.
https://www.ijee.ie/latestissues/Vol36-3/22_ijee3935.pdf - Bahnson, M., Cass, C., & Wyer, M. (2019) Student Poster “Interview Protocol Development to Explore Experienced Bias in Engineering Graduate Students” Presentation at 31st Association for Psychological Science Annual Convention,
May 23–26, 2019 , Washington, DC, USA. - Bahnson, M., Perkins, H., Tsugawa, M., Satterfield, D., Parker, M., Cass, C., & Kirn, A. (2021). Inequity in graduate engineering identity: Disciplinary differences and opportunity structures. Journal of Engineering Education, (October 2019), 949–976. DOI: 10.1002/jee.20427
- Bancroft, S. F. (2018). Toward a critical theory of science, technology, engineering, and mathematics doctoral persistence: Critical capital theory. Science Education, 102(6), 1319–1335. DOI: 10.1002/sce.21474
- Banda, R. M. (2012). Perceptions of Social Support Networks and Climate in the Persistence of Latinas Pursuing an Undergraduate Engineering Degree. A Dissertation by ROSA MARIA BANDA Submitted to the Office of Graduate Studies of Texas A & M University.
https://ezaccess.libraries.psu.edu/login?url=https://www.proquest.com/dissertations-theses/perceptions-social-support-networks-climate/docview/1319256064/se-2?accountid=13158 - Bégin, C., & Gérard, L. (2013). The role of supervisors in light of the experience of doctoral students. Policy Futures in Education, 11(3), 267–276. DOI: 10.2304/pfie.2013.11.3.267
- Berdanier, C. G. P., Whitehair, C., Kirn, A., & Satterfield, D. (2020). Analysis of social media forums to elicit narratives of graduate engineering student attrition. Journal of Engineering Education, 109(1), 125–147. DOI: 10.1002/jee.20299
- Bilen-Green, C., Carpenter, J., Doore, S., Green, R., Horton, K., Jellison, K., … O’Neal, D. P. (2015). Implementation of advocates and allies programs to support and promote gender equity in academia. 2015 ASEE Annual Conference & Exposition. DOI: 10.18260/p.24242
- Boeije, H. (2002). A purposeful approach to the constant comparative method. Quality & Quantity, 36(4), 391–409. DOI: 10.1023/A:1020909529486
- Burt, B. A. (2017). Learning competencies through engineering research group experiences. Studies in Graduate and Postdoctoral Education, 8(1), 48–64. DOI: 10.1108/SGPE-05-2017-019
- Burt, B. A., McKen, A., Burkhart, J., Hormell, J., & Knight, A. (2019b). Black men in engineering graduate education: Experiencing racial microaggressions within the advisor–advisee relationship. The Journal of Negro Education, 88(4), 493. DOI: 10.7709/jnegroeducation.88.4.0493
- Burt, B. A., Williams, K. L., & Palmer, G. J. M. (2019a). It takes a village: The role of emic and etic adaptive strengths in the persistence of Black men in engineering graduate programs. American Educational Research Journal, 56(1), 39–74. DOI: 10.3102/0002831218789595
- Burt, B. A., Williams, K. L., & Smith, W. A. (2018). Into the storm: Ecological and sociological impediments to Black males’ persistence in engineering graduate programs. American Educational Research Journal, 55(5), 965–1006. DOI: 10.3102/0002831218763587
- Cass, C., Kirn, A., Tsugawa-Nieves, M., Perkins, H., Chestnut, J., Briggs, D., & Miller, B. (2018). Improving performance and retention of engineering graduate students through motivation and identity formation. 2018 ASEE Annual Conference & Exposition. DOI: 10.18260/1-2--27798
- Chubin, D. E., May, G. S., & Babco, E. (2005). Diversifying the engineering workforce. Journal of Engineering Education, 94(1), 73–86. DOI: 10.1002/j.2168-9830.2005.tb00830.x
- Crede, E., & Borrego, M. (2012). Learning in graduate engineering research groups of various sizes. Journal of Engineering Education, 101(3), 565–589. DOI: 10.1002/j.2168-9830.2012.tb00062.x
- Cross, K. J., Mamaril, N., Johnson-Glauch, N., & Herman, G. (2021). Building cultures of collaboration that promote instructional change. Studies in Engineering Education, 2(2), 1–18. DOI: 10.21061/see.48
- Daumeyer, N. M., Onyeador, I. N., Brown, X., & Richeson, J. A. (2019). Consequences of attributing discrimination to implicit vs. explicit bias. Journal of Experimental Social Psychology, 84(April), 103812. DOI: 10.1016/j.jesp.2019.04.010
- Dedoose. (2018).
Version 8.0.35, web application for managing, analyzing, and presenting qualitative and mixed method research data . Los Angeles, CA: SocioCultural Research Consultants, LLC.www.dedoose.com - Dey, I. (1993). Qualitative Data Analysis. A User-Friendly Guide for Social Scientists. London & New York: Routledge.
- Dryburgh, H. (1999). Work hard, play hard: Women and professionalization in engineering – Adapting to the culture. Gender and Society, 13(5), 664–682.
http://www.jstor.org/stable/190328 . DOI: 10.1177/089124399013005006 - Dutta, D. (2015). Sustaining the pipeline: Experiences of international female engineers in U.S. graduate programs. Journal of Engineering Education, 104(3), 326–344. DOI: 10.1002/jee.20077
- Foster, E., Karlin, J., Riley, D. M., & Quiles-Ramos, S. (2019). Seeding a strategic campaign to address root causes of inequity in engineering education. CoNECD 2019 – Collaborative Network for Engineering and Computing Diversity.
https://strategy.asee.org/31789 - Framt, S. M. (2013). The constant comparative analysis method outside of grounded theory. The Qualitative Report, 18(1), 1–25. Retrieved from
http://www.nova.edu/ssss/QR/QR18/fram1.pdf - Frehill, L. M. (2004). The gendered construction of the engineering profession in the United States, 1893–1920. Men and Masculinities, 6(4), 383–403. DOI: 10.1177/1097184X03260963
- Gearing, R. E. (2004). Bracketing in research: A typology. Qualitative Health Research, 14(10), 1429–1452. DOI: 10.1177/1049732304270394
- Gittings, G., Bergman, M., Shuck, B., & Rose, K. (2018). The impact of student attributes and program characteristics on doctoral degree completion. New Horizons in Adult Education & Human Resource Development, 30(3), 3–22. DOI: 10.1002/nha3.20220
- Green, D. O., Creswell, J. W., Shope, R. J., & Clark, V. L. P. (2007).
Grounded theory and racial/ethnic diversity . In A. Bryant & K. Charmaz (Eds.), The SAGE handbook of grounded theory (pp. 472–492). Thousand Oaks, CA: SAGE Publications. DOI: 10.4135/9781848607941.n22 - Gumpertz, M., Brent, R., Campbell, C. D., Grasso, M., Huet, Y. M., & Schimmel, K. A. (2019).
An institutional transformation model to increase minority STEM doctoral student success . CoNECD 2019 – Collaborative Network for Engineering and Computing Diversity. Washington, DC. - Hall, W. M., Schmader, T., & Croft, E. (2015). Engineering exchanges: Daily social identity threat predicts burnout among female engineers. Social Psychological and Personality Science, 6(5), 528–534. DOI: 10.1177/1948550615572637
- Hanson, S. L. (1996). Lost talent: Women in the sciences. Philadelphia: Temple University Press.
- Harden, B. Y. K., & Harden-moore, T. A. I. (2018). Moving from ally to accomplice: how far are you willing to go to disrupt racism in the workplace. Diverse Issues in Higher Education, 36(2), 32.
https://www.diverseeducation.com/opinion/article/15104148/moving-from-ally-to-accomplice-how-far-are-you-willing-to-go-to-disrupt-racism-in-the-workplace - Hesse-Biber, S. N. (2017). The practice of qualitative research, 3rd edition. Los Angeles: SAGE.
- Kajfez, R. L., & McNair, L. D. (2014). Graduate Student Identity: A Balancing Act between Roles. 2017 ASEE Annual Conference & Exposition. DOI: 10.18260/1-2--20543
- London, B., Rosenthal, L., Levy, S. R., & Lobel, M. (2011). The influences of perceived identity compatibility and social support on women in nontraditional fields during the college transition. Basic and Applied Social Psychology, 33, 304–2011. DOI: 10.1080/01973533.2011.614166
- Long, L. L. (2020). Toward an antiracist engineering classroom for 2020 and beyond: A starter kit. Journal of Engineering Education, 109(4), 636–639. DOI: 10.1002/jee.20363
- Long, L. L., & Mejia, J. A. (2016). Conversations about diversity: Institutional barriers for underrepresented engineering students. Journal of Engineering Education, 105(2), 211–218. DOI: 10.1002/jee.20114
- Martin, J. P., Simmons, D. R., & Yu, S. L. (2013). The role of social capital in the experiences of Hispanic women engineering majors. Journal of Engineering Education, 102(2), 227–243. DOI: 10.1002/jee.20010
- McGee, E. O. (2016). Devalued Black and Latino racial identities: A by-product of STEM college culture? American Educational Research Journal, 53(6), 1626–1662. DOI: 10.3102/0002831216676572
- McGee, E. O., & Martin, D. B. (2011). “You would not believe what I have to go through to prove my intellectual value!” Stereotype management among academically successful Black mathematics and engineering students. American Educational Research Journal, 48(6), 1347–1389. DOI: 10.3102/0002831211423972
- Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation, 4th ed. San Francisco, CA, USA: Jossey-Bass
- Miles, M. L., Brockman, A. J., & Naphan-Kingery, D. E. (2020). Invalidated identities: The disconfirming effects of racial microaggressions on Black doctoral students in STEM. Journal of Research in Science Teaching, 57(10), 1608–1631. DOI: 10.1002/tea.21646
- National Academies of Sciences Engineering and Medicine. (2018). Graduate STEM Education for the 21st Century. DOI: 10.17226/25038
- National Science Foundation, & National Center for Science and Engineering Statistics. (2019). Women, Minorities, and Persons with Disabilities in Science and Engineering: 2019 | NSF – National Science Foundation.
https://doi.org/NSF19-304 - Nieto, N. (2018).
Technology and gendered spaces: Examining equity and access . 2018 CoNECD The Collaborative Network for Engineering and Computing Diversity Conference. Crystal City, VA.https://peer.asee.org/29584 - NSB (National Science Board). (2018).
Science and Engineering Indicators 2018. NSB-2018-1 . Alexandria, VA: National Science Foundation. Available athttps://www.nsf.gov/statistics/indicators/ - O’Meara, K. A., Griffin, K. A., Nyunt, G., & Lounder, A. (2018). Disrupting ruling relations: The role of the PROMISE Program as a third space. Journal of Diversity in Higher Education, 12(3), 205–218. DOI: 10.1037/dhe0000095
- Ong, M., Wright, C., Espinosa, L. L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172–209. DOI: 10.17763/haer.81.2.t022245n7x4752v2
- Pawley, A. L. (2017). Shifting the “default”: The case for making diversity the expected condition for engineering education and making whiteness and maleness visible. Journal of Engineering Education, 106(4), 531–533. DOI: 10.1002/jee.20181
- Pawley, A. L. (2019). Learning from small numbers: Studying ruling relations that gender and race the structure of U.S. engineering education. Journal of Engineering Education, 108(1), 13–31. DOI: 10.1002/jee.20247
- Perez, R. J., Robbins, C. K., Harris, L. W., & Montgomery, C. (2019). Exploring graduate students’ socialization to equity, diversity, and inclusion. Journal of Diversity in Higher Education, 13(2), 133–145. DOI: 10.1037/dhe0000115
- Perkins, H., Bahnson, M., Tsugawa-Nieves, M., Kirn, A., & Cass, C. (2018b). WIP: Influence of laboratory group makeup on recognition and identity development in the engineering graduate student population. 2018 IEEE Frontiers in Education Conference. DOI: 10.1109/FIE.2018.8658669
- Perkins, H., Bahnson, M., Tsugawa-Nieves, M., Kirn, A., & Cass, C. (2020). An intersectional approach to explore engineering graduate students’ identities and academic relationships. International Journal of Gender, Science, and Technology, 11(3), 440–465.
http://genderandset.open.ac.uk/index.php/genderandset/article/view/679 - Perkins, H. L., Bahnson, M., Tsugawa-Nieves, M. A., Kirn, A., & Cass, C. (2018a). Development and testing of an instrument to understand engineering doctoral students’ identities and motivations. 2018 ASEE Annual Conference and Exposition. DOI: 10.18260/1-2-30319
- Pietri, E. S., Hennes, E. P., Dovidio, J. F., Brescoll, V. L., Bailey, A. H., Moss-Racusin, C. A., & Handelsman, J. (2019). Addressing unintended consequences of gender diversity interventions on women’s sense of belonging in STEM. Sex Roles, 80(9–10), 527–547. DOI: 10.1007/s11199-018-0952-2
- Ramirez, E. (2014). “¿Qué estoy haciendo aquí? (What am I doing here?)”: Chicanos/Latinos(as) navigating challenges and inequalities during their first year of graduate school. Equity and Excellence in Education, 47(2), 167–186. DOI: 10.1080/10665684.2014.900394
- Ro, H. K., & Loya, K. I. (2015). The effect of gender and race intersectionality on student learning outcomes in engineering. Review of Higher Education, 38(3). DOI: 10.1353/rhe.2015.0014
- Robnett, R. D. (2016). Gender bias in STEM fields: Variation in prevalence and links to STEM self-concept. Psychology of Women Quarterly, 40(1), 65–79. DOI: 10.1177/0361684315596162
- Siegel, D. P. (2019). Transgender experiences and transphobia in higher education. Sociology Compass, 13(10), 1–13. DOI: 10.1111/soc4.12734
- Sivesind, K. H. (1999). Structured, qualitative comparison. Quality and Quantity, 33: 361–380. DOI: 10.1023/A:1004691318311
- Smith, D. E. (1987). The everyday world as problematic: A feminist sociology. Boston: Northeastern University Press.
- Smith, D. E. (1999). Writing the social: Critique, theory, and investigations. Toronto, Canada: University of Toronto Press. DOI: 10.3138/9781442683747
- Sowell, R., Allum, J., & Okahana, H. (2015). Doctoral Initiative on Minority Attrition and Completion. Washington, DC.
- Sue, D. W., Bucceri, J., Lin, A. I., Nadal, K. L., & Torino, G. C. (2007). Racial microaggressions and the Asian American experience. Cultural Diversity and Ethnic Minority Psychology, 13(1), 72–81. DOI: 10.1037/1099-9809.13.1.72
- Tesch, R. (1990). Qualitative research: Analysis types and software tools. Bristol, PA: Falmer.
- Truong, K. A., Museus, S. D., & McGuire, K. M. (2016). Vicarious racism: A qualitative analysis of experiences with secondhand racism in graduate education. International Journal of Qualitative Studies in Education, 29(2), 224–247. DOI: 10.1080/09518398.2015.1023234
- Trytten, D. A., Lowe, A. W., & Walden, S. E. (2012). “Asians are good at math. What an awful stereotype”: The Model Minority Stereotype’s impact on Asian American engineering students. Journal of Engineering Education, 101(3), 439–468. DOI: 10.1002/j.2168-9830.2012.tb00057.x
- Vargas-Ordaez, C. E., & Hynes, M. M. (2020). Engineering design and social justice: A systematized literature review. ASEE Annual Conference and Exposition, Conference Proceedings,
2020-June . DOI: 10.18260/1-2-34551 - Verdín, D., Godwin, A. F., & Morazes, J. L. (2015). Qualitative study of first-generation Latinas: understanding motivation for choosing and persisting in engineering. 2015 ASEE Annual Conference & Exposition. DOI: 10.18260/p.24628
- Walther, J., Sochacka, N. W., & Kellam, N. N. (2013). Quality in interpretive engineering education research: Reflections on an example study. Journal of Engineering Education, 102(4). DOI: 10.1002/jee.20029
- Wang, M.-T., & Degol, J. L. (2017). Gender gap in science, technology, engineering, and mathematics (STEM): Current knowledge, implications for practice, policy, and future Directions. Educational Psychology Review, 29(1), 119–140. DOI: 10.1007/s10648-015-9355-x
- Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8(1), 69–91. DOI: 10.1080/1361332052000341006
DOI: https://doi.org/10.21061/see.76 | Journal eISSN: 2690-5450
Language: English
Page range: 53 - 78
Submitted on: Apr 22, 2021
Accepted on: Jun 26, 2022
Published on: Jul 14, 2022
Published by: Virginia Tech Publishing
In partnership with: Paradigm Publishing Services
Keywords:
© 2022 Matthew Bahnson, Derrick Satterfield, Mary Wyer, Adam Kirn, published by Virginia Tech Publishing
This work is licensed under the Creative Commons Attribution 4.0 License.