The Effects of Stereotypes and Relationships on Women and Underrepresented Minority Students' Fit in Engineering

• In Event: Women, Underrepresented Minority, and LGBTQPIA+ Students' STEM Experiences and Success: Undergraduate Climate and Social Capital

Abstract

1. Objectives or purposes
We examined the effect of social capital, in the form of advice from influential people in a student’s network, on their feelings of fit. We examined (1) how women and URM feel they fit in engineering, (2) how their experiences within undergraduate engineering programs shape their feelings of fit, and (3) how people with whom they interact influence their experiences and feeling of fit.

2. Perspective(s) or theoretical framework
Prior research suggests that social capital, including resources provided by alters, can play an important role in engineering students’ perceptions of fit and persistence in engineering, although most studies do not explicitly identify the specific mechanisms through which alters might positively influence fit. Therefore, we examined how social capital is transmitted through social networks, focusing on individual students and the people in the their networks.

We theorize fit (i.e., feelings of being welcomed or included in engineering and their engineering department) as an important element of cultural models of engineering success. Specifically, we examined social capital as a potential mitigator of cultural models of engineering success.

3. Methods, techniques, or modes of inquiry
We interviewed 55 women and URM students with an interview protocol designed to measure how cultural models of engineering success and social capital affect students’ persistence and retention in their engineering program. We conducted these interviews in person or with the use of videoconferencing technology.

4. Data sources, evidence, objects, or materials
The 55 interviewees consisted of 31 men and 24 women. Men’s race/ethnicity was Black (11), Latino (15), Middle Eastern (3), other (3), and White (0). Women’s race/ethnicity was Black (6), Latina (3), Middle Eastern (0), other (2), and White (14).

5. Results and/or substantiated conclusions or warrants for arguments/point of view
More than half of students (67%) reported feeling of fit within their engineering program. Women and Black men repeatedly acknowledged how being underrepresented played a role in their feelings of fit. Women and URM with majority statuses reported better feelings of fit, and often did not acknowledge racism or sexism. We found that gender and racial/ethnic stereotypes and microaggressions affected students feelings of fit. Students from all gender and racial/ethnic groups readily identified familiar gender and racial stereotypes. Black men and women and Latina and white women reported that advice received from alters prepared them to expect and cope with mistreatment from others. Compared to others, Black participants reported the most negative academic climate.

6. Scientific or scholarly significance of the study or work
This study extends prior research in STEM by providing a refined understanding of women and URM students’ perception of fit within the engineering context. Specifically, it provides insights about ways in which cultural models of engineering success and social capital intersect to influence the experiences of women and URM students and, consequently, their outcomes in engineering programs. It addresses the need to understand the differential sense of belonging for women and members of URM groups to better serve these students.

Authors

• Rebecca A. Campbell-Montalvo, University of Connecticut - Storrs

• Gladis Kersaint, University of Connecticut - Storrs

• Chrystal A. S. Smith, University of Connecticut - Storrs

• Ellen Puccia, Beta Research Associates, Inc.

• Julie P. Martin

• Hesborn Otieno Wao, University of South Florida

• John Skvoretz, University of South Florida - Tampa

• George T. MacDonald, University of South Florida

• Reginald S. Lee, University of South Florida