RESEARCH

CURRENT PROJECTS

• Understanding Employment Trajectories of Racially Minoritized Engineering PhDs

CAREER: The Impact of Racialized Experiences on the Career Trajectories of Doctoral and Postdoctoral Underrepresented STEM Students of Color.
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1652825&HistoricalAwards=false

Coaching Black Ph.D. Engineering and Computing Students Toward the Professoriate.
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1642895

Why We Persist: An Intersectional Approach to Characterizing and Examining the Experiences of Women of Color Tenure-Track Faculty in Engineering.
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1535327&HistoricalAwards=false

Scholarships to Attract and Retain Students in Graduate Engineering and Computer Science Programs
https://nsf.gov/awardsearch/showAward?AWD_ID=1834157&HistoricalAwards=false

Explorations into the Stagnant Number of African American Engineering Faculty.
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1361025

Resources

Below are a list of resources and cited sources frequently used in our work

Resources

Below are a list of resources and cited sources frequently used in our work

i

Alexander, Q. R., & Hermann, M. A. (2016). African-American women’s experiences in graduate science, technology, engineering, and mathematics education at a predominantly white university: A qualitative investigation. Journal of Diversity in Higher Education, 9(4), 307-322. doi:10.1037/a0039705

i

Beasley, M. A., & Fischer, M. J. (2012). Why they leave: The impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors. Social Psychology of Education: An International Journal, 15(4), 427-448. doi: 10.1007/s11218-012-9185-3

i

Eagan Jr, M. K., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty productivity. The Journal of Higher Education, 86(6), 923-954. doi: 10.1080/00221546.2015.11777389

i

Espinosa, L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209-241. doi: 10.17763/haer.81.2.92315ww157656k3u

i

Gumpertz, M., Durodoye, R., Griffith, E., and Wilson, A. “Retention and promotion of women and underrepresented minority faculty in science and engineering at four large land grant institutions,” PLoS ONE, vol. 12, p. e0187285, 2017. doi: 10.1371/journal.pone.0187285

i

Malone, K. R., & Barabino, G. (2009). Narrations of race in STEM research settings: Identity formation and its discontents. Science Education, 93(3), 485-510. doi: 10.1002/sce.20307

i

Martin, D. B. (2009). Researching Race in Mathematics Education. Teachers College Record, 111(2), 295–338. Retrieved from https://eric.ed.gov/?id=EJ829114

i

May, G. S., & Chubin, D. E. (2003). A retrospective on undergraduate engineering success for underrepresented minority students. Journal of Engineering Education, 92(1), 27–39. doi: 10.1002/j.2168-9830.2003.tb00735.x

i

McCoy, D. L., Winkle-Wagner, R., & Luedke, C. L. (2015). Colorblind mentoring? Exploring white faculty mentoring of students of color. Journal of Diversity in Higher Education, 8(4), 225-242. doi: 10.1037/a0038676

i

McGowan, J. M. (2000). Multicultural teaching: African American faculty classroom teaching experiences in predominantly White colleges and universities. Multicultural Education, 8(2), 19-22. Retrieved from https://search.proquest.com/docview/216508886?pq-origsite=gscholar

i

Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172-209. doi:10.17763/haer.81.2.t022245n7x4752v2

i

Slaughter, J. B. & Tao, Y. & Pearson, J. W.(2015). Changing the Face of Engineering: The African American Experience. Baltimore: The Johns Hopkins University Press.

i

Thompson, J. J., & Windschitl, M. (2005). “FAILING GIRLS”: Understanding Connections among Identity Negotiation, Personal Relevance, and Engagement in Science Learning from Underachieving Girls. Journal of Women and Minorities in Science and Engineering, 11(1), 1-26. doi:10.1615/JWomenMinorScienEng.v11.i1.10

i

Turner, C.S.V., González, J.C. & Wood, J.L. (2008). “Faculty of color in academe: What 20 years of literature tells us,” Journal of Diversity in Higher Education, 1, 139-168, 2008. Retrieved from https://files.eric.ed.gov/fulltext/ED546463.pdf

i

Upton, R., & Tanenbaum, C. (2014). The role of historically black colleges and universities as pathway providers: Institutional pathways to the STEM PhD. American Institutes for Research.

Retrieved from: https://www.air.org/sites/default/files/downloads/report/Role%20of%20HBCUs%20in%20STEM%20PhDs%20for%20Black%20Students.pdf

i

Winkle-Wagner, R., & McCoy, D. L. (2016). Feeling like an “alien” or “family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU. Race Ethnicity and Education, 1–14. doi: 10.1080/13613324.2016.1248835

i

Yoder, B.L. Engineering by the numbers. American Society for Engineering Education. Retrieved from https://www.asee.org/papers-and-publications/publications/college-profiles#The_Profiles_and_Data_Book

i

Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Cohen, B. D., & Eliason, J. (2015). “Don’t Leave Us Behind” The Importance of Mentoring for Underrepresented Minority Faculty. American Educational Research Journal, 52(1), 40-72. Retrieved from 10.3102/0002831214563063.

i

Alexander, Q. R., & Hermann, M. A. (2016). African-American women’s experiences in graduate science, technology, engineering, and mathematics education at a predominantly white university: A qualitative investigation. Journal of Diversity in Higher Education, 9(4), 307-322. doi:10.1037/a0039705

i

Beasley, M. A., & Fischer, M. J. (2012). Why they leave: The impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors. Social Psychology of Education: An International Journal, 15(4), 427-448. doi: 10.1007/s11218-012-9185-3

i

Eagan Jr, M. K., & Garvey, J. C. (2015). Stressing out: Connecting race, gender, and stress with faculty productivity. The Journal of Higher Education, 86(6), 923-954. doi: 10.1080/00221546.2015.11777389

i

Espinosa, L. (2011). Pipelines and pathways: Women of color in undergraduate STEM majors and the college experiences that contribute to persistence. Harvard Educational Review, 81(2), 209-241. doi: 10.17763/haer.81.2.92315ww157656k3u

i

Gumpertz, M., Durodoye, R., Griffith, E., and Wilson, A. “Retention and promotion of women and underrepresented minority faculty in science and engineering at four large land grant institutions,” PLoS ONE, vol. 12, p. e0187285, 2017. doi: 10.1371/journal.pone.0187285

i

Malone, K. R., & Barabino, G. (2009). Narrations of race in STEM research settings: Identity formation and its discontents. Science Education, 93(3), 485-510. doi: 10.1002/sce.20307

i

Martin, D. B. (2009). Researching Race in Mathematics Education. Teachers College Record, 111(2), 295–338. Retrieved from https://eric.ed.gov/?id=EJ829114

i

May, G. S., & Chubin, D. E. (2003). A retrospective on undergraduate engineering success for underrepresented minority students. Journal of Engineering Education, 92(1), 27–39. doi: 10.1002/j.2168-9830.2003.tb00735.x

i

McCoy, D. L., Winkle-Wagner, R., & Luedke, C. L. (2015). Colorblind mentoring? Exploring white faculty mentoring of students of color. Journal of Diversity in Higher Education, 8(4), 225-242. doi: 10.1037/a0038676

i

McGowan, J. M. (2000). Multicultural teaching: African American faculty classroom teaching experiences in predominantly White colleges and universities. Multicultural Education, 8(2), 19-22. Retrieved from https://search.proquest.com/docview/216508886?pq-origsite=gscholar

i

Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011). Inside the double bind: A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172-209. doi:10.17763/haer.81.2.t022245n7x4752v2

i

Slaughter, J. B. & Tao, Y. & Pearson, J. W.(2015). Changing the Face of Engineering: The African American Experience. Baltimore: The Johns Hopkins University Press.

i

Thompson, J. J., & Windschitl, M. (2005). “FAILING GIRLS”: Understanding Connections among Identity Negotiation, Personal Relevance, and Engagement in Science Learning from Underachieving Girls. Journal of Women and Minorities in Science and Engineering, 11(1), 1-26. doi:10.1615/JWomenMinorScienEng.v11.i1.10

i

Turner, C.S.V., González, J.C. & Wood, J.L. (2008). “Faculty of color in academe: What 20 years of literature tells us,” Journal of Diversity in Higher Education, 1, 139-168, 2008. Retrieved from https://files.eric.ed.gov/fulltext/ED546463.pdf

i

Winkle-Wagner, R., & McCoy, D. L. (2016). Feeling like an “alien” or “family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU. Race Ethnicity and Education, 1–14. doi: 10.1080/13613324.2016.1248835

i

Upton, R., & Tanenbaum, C. (2014). The role of historically black colleges and universities as pathway providers: Institutional pathways to the STEM PhD. American Institutes for Research. Retrieved from: https://www.air.org/sites/default/files/downloads/report/Role%20of%20HBCUs%20in%20STEM %20PhDs%20for%20Black%20Students.pdf

i

Yoder, B.L. Engineering by the numbers. American Society for Engineering Education. Retrieved from https://www.asee.org/papers-and-publications/publications/college-profiles#The_Profiles_and_Data_Book

i

Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Cohen, B. D., & Eliason, J. (2015). “Don’t Leave Us Behind” The Importance of Mentoring for Underrepresented Minority Faculty. American Educational Research Journal, 52(1), 40-72. Retrieved from 10.3102/0002831214563063.

disclaimer:

This work was supported by grant funding from the National Science Foundation. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Home     About      Mentoring     News & Events    Research      Contact

Peabody College, Vanderbilt University

230 Appleton Place, Nashville, TN, 37203

ebony.mcgee@vanderbilt.edu

+1 (615)  343-2596