历史上被排斥群体的工程学博士的教授意向:研究生院经历的影响

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Gabriella Coloyan Fleming, Sydni Alexa Cobb, Maura Borrego
{"title":"历史上被排斥群体的工程学博士的教授意向:研究生院经历的影响","authors":"Gabriella Coloyan Fleming,&nbsp;Sydni Alexa Cobb,&nbsp;Maura Borrego","doi":"10.1002/jee.20607","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>In addition to the benefits of a diverse faculty, many institutions are under pressure from students and administrators to increase the number of faculty from historically excluded backgrounds. Despite increases in the numbers of engineering PhD earners from these groups, the percentages of Black/African American and Hispanic/Latino tenure-track faculty have not increased, and the percentage of women remains low.</p>\n </section>\n \n <section>\n \n <h3> Purpose</h3>\n \n <p>The purpose of this study is to identify how experiences in graduate school encourage or deter PhD earners from historically excluded groups in pursuing an engineering academic career.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>We conducted 20 semi-structured interviews with engineering PhD students and recent graduates, with half of participants interested and half disinterested in pursuing an academic career after graduation.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Three key factors emerged as strongly influential on participants' desire to pursue an academic career: their relationship with their advisor, their perception of their advisor's work–life balance, and their perception of the culture of academia. Participants extrapolated their experiences in graduate school to their imagined lives as faculty. The results illuminate the reasons why engineering PhD earners from historically underrepresented groups remain in or leave the academic career pathway after graduate school.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>The findings of this study have important implications for how graduate students' and postdoc's relationships with their advisors as well as perceptions of their advisors' work–life balances and the culture of academia affect future faculty. We make recommendations on what students, faculty, and administrators can do to create a more inclusive environment to encourage students from historically excluded groups to consider academic careers.</p>\n </section>\n </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20607","citationCount":"0","resultStr":"{\"title\":\"Professorial intentions of engineering PhDs from historically excluded groups: The influence of graduate school experiences\",\"authors\":\"Gabriella Coloyan Fleming,&nbsp;Sydni Alexa Cobb,&nbsp;Maura Borrego\",\"doi\":\"10.1002/jee.20607\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>In addition to the benefits of a diverse faculty, many institutions are under pressure from students and administrators to increase the number of faculty from historically excluded backgrounds. Despite increases in the numbers of engineering PhD earners from these groups, the percentages of Black/African American and Hispanic/Latino tenure-track faculty have not increased, and the percentage of women remains low.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Purpose</h3>\\n \\n <p>The purpose of this study is to identify how experiences in graduate school encourage or deter PhD earners from historically excluded groups in pursuing an engineering academic career.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>We conducted 20 semi-structured interviews with engineering PhD students and recent graduates, with half of participants interested and half disinterested in pursuing an academic career after graduation.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Three key factors emerged as strongly influential on participants' desire to pursue an academic career: their relationship with their advisor, their perception of their advisor's work–life balance, and their perception of the culture of academia. Participants extrapolated their experiences in graduate school to their imagined lives as faculty. The results illuminate the reasons why engineering PhD earners from historically underrepresented groups remain in or leave the academic career pathway after graduate school.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>The findings of this study have important implications for how graduate students' and postdoc's relationships with their advisors as well as perceptions of their advisors' work–life balances and the culture of academia affect future faculty. We make recommendations on what students, faculty, and administrators can do to create a more inclusive environment to encourage students from historically excluded groups to consider academic careers.</p>\\n </section>\\n </div>\",\"PeriodicalId\":50206,\"journal\":{\"name\":\"Journal of Engineering Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2024-07-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20607\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Engineering Education\",\"FirstCategoryId\":\"5\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/jee.20607\",\"RegionNum\":2,\"RegionCategory\":\"工程技术\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Engineering Education","FirstCategoryId":"5","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jee.20607","RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

除了多元化师资队伍的好处之外,许多院校还面临着来自学生和管理者的压力,要 求增加来自历史上被排斥背景的教师人数。尽管来自这些群体的工程学博士生人数有所增加,但黑人/非裔美国人和西班牙裔/拉丁裔终身教职教师的比例却没有增加,女性的比例也仍然很低。这项研究的目的是要找出研究生院的经历是如何鼓励或阻止来自历史上被排斥群体的博士生追求工程学学术生涯的。我们对工科博士生和应届毕业生进行了 20 次半结构式访谈,其中一半参与者对毕业后从事学术职业感兴趣,另一半不感兴趣。有三个关键因素对参与者从事学术职业的愿望产生了强烈影响:他们与导师的关系、他们对导师工作与生活平衡的看法以及他们对学术文化的看法。参与者将他们在研究生院的经历推断为他们想象中的教师生活。这项研究的结果对于研究生和博士后与导师的关系以及他们对导师工作与生活的平衡和学术文化的看法如何影响未来的教职员工具有重要意义。我们就学生、教师和管理者如何创造一个更具包容性的环境以鼓励历史上被排斥群体的学生考虑学术职业提出了建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Professorial intentions of engineering PhDs from historically excluded groups: The influence of graduate school experiences

Professorial intentions of engineering PhDs from historically excluded groups: The influence of graduate school experiences

Background

In addition to the benefits of a diverse faculty, many institutions are under pressure from students and administrators to increase the number of faculty from historically excluded backgrounds. Despite increases in the numbers of engineering PhD earners from these groups, the percentages of Black/African American and Hispanic/Latino tenure-track faculty have not increased, and the percentage of women remains low.

Purpose

The purpose of this study is to identify how experiences in graduate school encourage or deter PhD earners from historically excluded groups in pursuing an engineering academic career.

Method

We conducted 20 semi-structured interviews with engineering PhD students and recent graduates, with half of participants interested and half disinterested in pursuing an academic career after graduation.

Results

Three key factors emerged as strongly influential on participants' desire to pursue an academic career: their relationship with their advisor, their perception of their advisor's work–life balance, and their perception of the culture of academia. Participants extrapolated their experiences in graduate school to their imagined lives as faculty. The results illuminate the reasons why engineering PhD earners from historically underrepresented groups remain in or leave the academic career pathway after graduate school.

Conclusions

The findings of this study have important implications for how graduate students' and postdoc's relationships with their advisors as well as perceptions of their advisors' work–life balances and the culture of academia affect future faculty. We make recommendations on what students, faculty, and administrators can do to create a more inclusive environment to encourage students from historically excluded groups to consider academic careers.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信