TY - JOUR
T1 - Re-framing and reimagining the doctoral student narrative
T2 - 125th ASEE Annual Conference and Exposition
AU - Artis, Sharnnia
AU - Subbian, Vignesh
AU - Shavers, Marjorie C.
AU - Le Sure, Stade
AU - Spencer, Breauna Marie
AU - Joshi, Aishwarya P.
N1 - Funding Information:
Thisamterialsibsed upon wa ork supported by theaNtionalcSienceoFution (Anwadrd #: aE-EC 1648332and EEC-1647986). Any opinions, findings, and conclusions or recommendations expressed in this amterial raheteoof htsuaehorstand do not necessarily reflect ht vewsiof NationalcSienceoFution. nThduaehatoowdrulso ilak oltehn atJusktin Ferguson for his contribution to this projectand theparticipantshwhaored t hesir experienceiwth thesrearceh team.
Funding Information:
This material is based upon work supported by the National Science Foundation (Award #: EEC-1648332 and EEC-1647986). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The authors would also like to thank Justin Ferguson for his contribution to this project and the participants who shared their experience with the research team.
Publisher Copyright:
© American Society for Engineering Education, 2018.
PY - 2018/6/23
Y1 - 2018/6/23
N2 - Recent data reveal that a higher percentage of Black women (9.7%) are enrolled in college than any other group, topping Asian women (8.7%), White women (7.1%) and White men (6.1%). Despite these gains in college attendance, Black women are often underrepresented in the fields of engineering and computer science. This paper presents the findings from a qualitative study that investigated the identity and experiences of Black women who are pursuing doctoral degrees in engineering and computer science. This research is grounded on the tenet that one cannot effectively serve or impact a community until he/she genuinely understands the issues and challenges facing the people who are its members. This work explores how Black female doctoral students persist in environments where they are grossly underrepresented. Content analysis is used to examine interview data obtained from 13 Black women who are pursing doctoral degrees in engineering and computer science. This paper concludes with some of the key challenges these women face in their programs on a daily basis. The goal of this research is to bring awareness to not only the challenges, but also potential strategies to increase the retention and persistence of Black women in engineering and computer science across all academic levels.
AB - Recent data reveal that a higher percentage of Black women (9.7%) are enrolled in college than any other group, topping Asian women (8.7%), White women (7.1%) and White men (6.1%). Despite these gains in college attendance, Black women are often underrepresented in the fields of engineering and computer science. This paper presents the findings from a qualitative study that investigated the identity and experiences of Black women who are pursuing doctoral degrees in engineering and computer science. This research is grounded on the tenet that one cannot effectively serve or impact a community until he/she genuinely understands the issues and challenges facing the people who are its members. This work explores how Black female doctoral students persist in environments where they are grossly underrepresented. Content analysis is used to examine interview data obtained from 13 Black women who are pursing doctoral degrees in engineering and computer science. This paper concludes with some of the key challenges these women face in their programs on a daily basis. The goal of this research is to bring awareness to not only the challenges, but also potential strategies to increase the retention and persistence of Black women in engineering and computer science across all academic levels.
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M3 - Conference article
AN - SCOPUS:85051180977
SN - 2153-5965
VL - 2018-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 23 June 2018 through 27 December 2018
ER -