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首页> 外文会议>IEEE Frontiers in Education Conference >Intersectionality at minority-serving institutions (MSIs): A longitudinal analysis of female student participation within engineering and computing
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Intersectionality at minority-serving institutions (MSIs): A longitudinal analysis of female student participation within engineering and computing

机译：在少数民族服务机构（MSIS）中的交叉点：对工程和计算中的女学生参与的纵向分析

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This full research paper presents a study of longitudinal data on female students at a research-intensive (R1) public minority-serving institution (MSI). Despite increased focus by state and federal governments and other business entities in the United States, most higher education institutions have yet to reach parity with women’s participation in engineering and computing. Of note, the American Society of Engineering Education (ASEE) stated that women earned 22% of bachelor’s degrees, 27% of master’s degrees, and 24% of doctoral degrees in engineering as of 2018 meaning that there is a continuation of the decade long upward trend in the proportion of women earning engineering degrees across the educational spectrum. For instance, regarding engineering bachelor’s degrees, women have seen a 53% increase in degrees awarded between 2010 and 2018. For the purpose of this study, the target institution’s College of Engineering and Computing (CEC) has partnered with industry organizations to enhance their understanding of experiences among female students within engineering and computing programs. The overarching goal of those partnerships is to improve graduation and retention rates of female students and faculty. Using intersectionality as the conceptual framework, the goal of this research study is to deeply examine longitudinal data centered on outcome metrics linked to female students within engineering and computing over an 11 to 12-year span. Results will be used to answer research questions on how metrics have changed over time for female students in areas such as enrollment by department and ethnicity. Results showed an overall upward trend for enrollment and graduation rates across departments and by ethnic groups. On the other hand, some areas showed slight dips that will require additional research. Additionally, the results highlighted the need for future research including collecting qualitative data to help explain the findings from this study. Results will be shared with institutional leadership to promote the recruitment, retention, and graduation of more female students within engineering and computing academic programs.
机译：这篇全面的研究论文提出了在研究密集型（R1）公共少数民族服务机构（MSI）的女学生纵向数据的研究。尽管国家和联邦政府和美国其他商业实体增加了重点，但大多数高等教育机构尚未达到妇女参与工程和计算的平等。介绍，美国工程教育学会（ASEE）表示，妇女占72％的学士学位，硕士学位的27％，截至2018年的工程学中的24％的博士学位，这意味着延续了十年的延续妇女跨越教育谱的妇女比例的趋势。例如，关于工程学士学位，妇女在2010年至2018年期间授予的程度增加了53％。出于本研究的目的，目标机构的工程和计算学院（CEC）与行业组织合作，增进了他们的理解工程与计算计划中女学生的经验。这些伙伴关系的总体目标是提高女学生和教师的毕业和保留率。使用交叉品作为概念框架，本研究的目标是深深地检查纵向数据，这些数据以工程和计算到11至12年的跨度内的女性学生与女学生联系在一起。结果将用于回答研究问题，了解在部门和种族等地区的女学生如何随着时间的推移而变化。结果表明，各部门和族裔群体的入学和毕业税率的总体上行趋势。另一方面，一些区域显示略微倾向，需要额外的研究。此外，结果突出了对未来研究的需求，包括收集定性数据，以帮助解释这项研究的结果。结果将与机构领导层分配，以促进更多女学生在工程和计算学术课程中的招聘，保留和毕业。

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