Support to Success: How Institutional Resources Foster Increased Academic Outcomes for Marginalized Students in Electrical and Computer Engineering Departments

dc.contributor.author Larson, Lisa
dc.contributor.author Schwarting, Corrine
dc.contributor.author Crick, Kent
dc.contributor.author Shelley, Mack
dc.contributor.author Frickey, Elise
dc.contributor.author Shelley, Mack
dc.contributor.author Losby, Madelyne
dc.contributor.author Larson, Lisa
dc.contributor.department Psychology
dc.contributor.department Kinesiology
dc.date 2021-08-09T21:16:37.000
dc.date.accessioned 2021-08-14T19:43:05Z
dc.date.available 2021-08-14T19:43:05Z
dc.date.copyright Fri Jan 01 00:00:00 UTC 2021
dc.date.embargo 2021-08-09
dc.date.issued 2021-07-26
dc.description.abstract <p>Existing literature well documents that women and students of color are underrepresented across STEM (science, technology, engineering, and mathematics) field majors and industry positions. Women comprise 47% of the workforce yet hold only 12% of engineering jobs [1]. Additionally, citizens who identify as Latino/a, Black, Native American, or Alaska Native together make up 27% of the U.S. population age 21 and older but hold only 11% of science and engineering positions [2].</p> <p>Relative to other fields of engineering, electrical and computer engineering lag behind with women making up 19% and 18% of undergraduate degrees awarded, respectively. Underrepresentation of women in engineering majors and subsequent industry positions begins with an individual’s choice to pursue this career field [3]. Difficulties in recruiting and retaining female-identified engineering students have been explained by availability, or absence, of environmental supports such as assistance in male-dominated teams [4] and positive relationships with advisors and mentors [5]. Conversely, negative gender stereotypes of women’s engineering abilities deter women from entering or finishing an engineering major. For example, male-identified engineering students, when compared to their female-identified counterparts, endorsed more gender stereotypes about women, which may contribute to an unwelcoming environment [6]. Additionally, women in engineering have reported strained relationships with their male-identified classmates [7], which has been cited as a common barrier in pursuing engineering and STEM occupations post-graduation [8-9]. Students who do not feel welcomed nor identify as someone in that major may pursue an alternative career path.</p>
dc.description.comments <p>Schwarting, C.M., Crick, K.A., Shelley, M., Frickey, E.A., Losby, M., Larson, L.M., Support to Success: How Institutional Resources Foster Increased Academic Outcomes for Marginalized Students in Electrical and Computer Engineering Departments presented at 2021 ASEE Virtual Annual Conference. July 26yh-29<sup>th</sup> 2021. Virtual conference. <a href="https://peer.asee.org/38100">https://peer.asee.org/38100</a> Posted with permission.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/psychology_conf/6/
dc.identifier.articleid 1006
dc.identifier.contextkey 24251604
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath psychology_conf/6
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/YvkA4Baz
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/psychology_conf/6/2021_GS_Alert_Pub__LarsonLM_WIP__Support_to_Success__How_Institutional_Resources.pdf|||Sat Jan 15 01:13:38 UTC 2022
dc.subject.disciplines African Languages and Societies
dc.subject.disciplines Higher Education
dc.subject.disciplines Multicultural Psychology
dc.subject.disciplines Women's Studies
dc.title Support to Success: How Institutional Resources Foster Increased Academic Outcomes for Marginalized Students in Electrical and Computer Engineering Departments
dc.type article
dc.type.genre presentation
dspace.entity.type Publication
relation.isAuthorOfPublication b1a2e099-323d-47b0-9348-6766094d0d57
relation.isAuthorOfPublication 72aad68d-c748-4891-92f0-a5afc1643896
relation.isOrgUnitOfPublication 796236b3-85a0-4cde-b154-31da9e94ed42
relation.isOrgUnitOfPublication f7b0f2ca-8e43-4084-8a10-75f62e5199dd
File
Original bundle
Now showing 1 - 1 of 1
Name:
2021_GS_Alert_Pub__LarsonLM_WIP__Support_to_Success__How_Institutional_Resources.pdf
Size:
718.81 KB
Format:
Adobe Portable Document Format
Description: