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Disciplining Documents: Uncovering the Hidden Curriculum of Earning Tenure at Private Engineering Schools

Fri, April 12, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 113B


This study analyzed institutional documents in engineering at research-intensive institutions to uncover the hidden curriculum for achieving tenure. Our analysis uses Critical Discourse Analysis to contextualize the continued underrepresentation of FOC in engineering through exploring the implicit social, academic, and cultural messages within institutional documents. The main findings were the lack of recognition of service and inclusion work as a tenure criterion, variable “norms” of tenure of achievement, and identity evasiveness. This demonstrates implications for hiring, onboarding, and the tenure process to improve FOC’s experiences and outcomes.