"Chilly Climate"? A Systematic Review of Organizational Climates in Engineering Doctoral Education

• In Event: Confronting Hidden Barriers to Inclusivity and Safety in the Learning Environment

Abstract

Often described as “chilly,” the climate of doctoral engineering education shapes student outcomes and the engineering profession. Informed by organizational science, combined with an intersectional approach, organizational climates are domain-specific, shared perceptions framed on an organization’s strategically relevant outcomes and/or processes (e.g., innovation, motivation, diversity, etc.). Our systematic review of climate studies in engineering doctoral education sought to identify the organizational climates associated with engineering doctoral student retention or attrition using an intersectional approach. Of the 24 eligible studies, 10 included some attention to inequity and 3 employed an intersectional approach. We identified 10 relevant climates, including diversity, authenticity, and psychological safety. Our study provides an intersectional, organizational science foundation for examining and optimizing the climate for engineering doctoral education.

Authors

• Nicole M. Else-Quest, University of California - Los Angeles

• Julie Aldridge, The Ohio State University