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Constructing Conducive Environment for Women of Color in Engineering Undergraduate Education
Abstract
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.
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