RESEARCH

CURRENT PROJECTS

Explorations into the Stagnant Number of African American Engineering Faculty.

Coaching Black Ph.D. Engineering and Computing Students Toward the Professoriate.

Why We Persist: An Intersectional Approach to Characterizing and Examining the Experiences of Women of Color Tenure-Track Faculty in Engineering.

CAREER: The Impact of Racialized Experiences on the Career Trajectories of Doctoral and Postdoctoral Underrepresented STEM Students of Color.

CURRENT  PROJECTS

Explorations into the Stagnant Number of African American Engineering Faculty.

Coaching Black Ph.D. Engineering and Computing Students Toward the Professoriate.

Why We Persist: An Intersectional Approach to Characterizing and Examining the Experiences of Women of Color Tenure-Track Faculty in Engineering.

CAREER: The Impact of Racialized Experiences on the Career Trajectories of Doctoral and Postdoctoral Underrepresented STEM Students of Color.

Professoriate Bound

In order to increase the proportion of Black engineering faculty in academic positions in the U.S., EDEFI will implement and assess a program called, “Professoriate Bound: Online Coaching for Black Engineering Scholars.”
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It is a race- and gender-conscious, online coaching program for Black Ph.D. students and postdoctoral scholars from engineering who are interested in academic careers.

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A tenured engineering professor paired with a tenured social science professor will lead teams of five participants.
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The teams will meet twice a month for eight months.
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It is sponsored by the NSF Broadening Participation in Engineering program (https://www.nsf.gov/awardsearch/showAward?AWD_ID=1642895)
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The curriculum will address professional development topics as well as issues related to race and gender.
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The 2019-2020 cohort starts in the fall semester of 2019.

Professoriate Bound Videos

These videos are for participants in the Professoriate Bound Coaching program

Creating a Thriving Research Enterprise: Developing a Research Agenda

Dr. Frances Williams

Critical Race Theory in Law and Beyond

Dr. Beverly Moran

Financial Planning for Your Future

Corey Carney

Identifying and Addressing Unconscious Race and Gender Bias

Dr. Sandra Barnes

A Brief History of Race in America

Dr. Dennis Dickerson

Understanding and Disarming Microaggressions for STEM Students of Color

Dr. Donna Ford

Race, Identity and Culture: Barriers to Diversifying the STEM Professoriate

Dr. Richard Pitt

The History of the Black Experience at Predominately White Institutions

Dr. Rosevelt Noble

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

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.

Professoriate Bound Videos

These videos are for participants in the Professoriate Bound Coaching program

Funded Research

Understanding Employment Trajectories of Racially Minoritized Engineering PhDs

Sponsor: National Science Foundation, Broadening Participation in Engineering Education

Amount: $599,998

Period of Performance: 08/01/2019–07/31/2022

Lead PI: E. O. McGee Co-PI: D. E. Naphan-Kingery Co-PI: W. H. Robinson 

Status: Revision Completed, Awaiting Results

 

Scholarships to Attract and Retain Students in Graduate Engineering and Computer Science Programs

Sponsor: National Science Foundation, Division of Undergraduate Education

Amount: $999,998

Period of Performance: 03/01/2019–02/29/2024

Co-PI: E. O. McGee

Lead PI: Francis Williams, Associate Dean, College of Engineering, Tennessee State University

The Impact of Racialized Experiences on Doctoral and Postdoctoral Engineering and Computer Science Students of Color STEM Career Trajectories

Sponsor: National Science Foundation, CAREER Award

Amount: $1,083,551

Period of Performance: 06/01/2017–02/28/2022

Lead PI: E. O. McGee

Postdoctoral Researcher: Monica Ridgeway, PhD, Chancellor’s Academic Pathways Postdoctoral Scholar for Diversity in STEM Education

Coaching toward the Professoriate: Race and Gender Conscious Mentoring for Black Doctoral Students in Engineering and Computing

Sponsor: National Science Foundation, Broadening Participation in Engineering Division

Amount: $889,370

Period of Performance: 9/01/2016–8/31/2018

Lead PI: W. H. Robinson

Co-PI: E. O. McGee

Postdoctoral Researcher: Dara E. Naphan-Kingery, PhD

Why We Persist: An Intersectional Approach to Characterizing and Examining the Experiences of Women of Color Tenure-Track Faculty in Engineering (Collaborative Research)

Sponsor: National Science Foundation

Amount: $1,586,192

Period of Performance: 8/15/2015–8/15/2018

Lead PI: Monica Cox, Professor of Engineering Education, Ohio State University

Lead Vanderbilt PI: E. O. McGee

Co-PI: Joyce Main, Assistant Professor of Engineering Education, Purdue University

Postdoctoral Researcher: Monica Ridgeway, PhD

Publications

PUBLICATIONS

2019

McGee, E. O., & Robinson, W. H. (in press, 2019). Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. New Brunswick, NJ: Rutgers University Press. Retrieved from https://www.rutgersuniversitypress.org/diversifying-stem/9781978805675

1. McGee, E. O., Griffith, D. M., Houston, S.* (2019). “I Know I Have to Work Twice as Hard and Hope That Makes Me Good Enough”: Exploring the Stress and Strain of Black Doctoral Students in Engineering and Computing. Teachers College Record. Retrieved from http://www.tcrecord.org/Content.asp?ContentId=22610\

McGee, E. O., Naphan-Kingery, D. E., Houston, S. L., Leon-Perez, G., Robinson, W. H. (in press, 2019). Determinants of Mental Health and Career Trajectories: Rationale and Design of The Engineering and Computing Doctoral Experiences Survey (ECDES). In E. O. McGee and W. H. Robinson (Eds.), Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. New Brunswick, NJ: Rutgers University Press. Retrieved from https://www.rutgersuniversitypress.org/diversifying-stem/9781978805675

  1. McGee, E. O., Naphan-Kingery, D., Mustafaa, F. N., Houston, S., Botchway, P., & Lynch, J. (2019). Turned off from an academic career: Engineering and computing doctoral students and the reasons for their dissuasion.International Journal of DoctoralStudies, 14, 277-305. https://doi.org/10.28945/4250
  2. McGee, E. O., Griffith, D. M., Houston, S. (2019).“I Know I Have to Work Twice as Hard and Hope That Makes Me Good Enough”: Exploring the Stress and Strain ofBlack Doctoral Students in Engineering and Computing. Teachers College Record. http://www.tcrecord.org/Content.asp?ContentId=22610

Naphan-Kingery, D., Ridgeway, M. L., Brockman, A., McKane, R., Botchway, P., & McGee, E. O. (in-press, 2019). Investigation of an ‘equity ethic’ among engineering and computing doctoral students. Journal of Engineering Education.

Ridgeway, M.L., Buenrostro, P., Marshall, S. & McGee, E.O. (in press, 2019). Cultivating solidarity among mathematics scholars of color to resist White supremacy. International Journal of Critical Pedagogy.

2018

  1. McGee, E. O. (2018). “Asian Fail,BlackGenius”: The Detriment of Stereotype Lift and Stereotype Threat in High-achieving Asian and Black STEM Students. AERA Open, https://doi.org/10.1177/2332858418816658
  2. McGee E.O. & Robinson, W. H., Naphan-Kingery, D., and Lee, D. (2018).DiversityStalled: Explorations into the Stagnant Numbers of African American Engineering Faculty. Unpublished manuscript. Retrieved from: (Link article here)

5. Ridgeway, M. L., & McGee, E. O. (2018). Black Mathematics Educators: Researching toward Racial Emancipation of Black Students. Urban Review, 50(2), 301–322. Retrieved from https://link.springer.com/article/10.1007%2Fs11256-018-0452-2

Peer-Reviewed National Conference Presentations

Aldridge, J., Yoon, S. Y., Cox, M. F., Main, J., & McGee, E. O.  Development of the persistence of engineers in the academy survey (PEAS). Proceedings of the 126th American Society for Engineering Education (ASEE) Annual Conference and Exposition, Tampa, FL, USA, June, 2019. (Accepted)

White, D., Ridgeway, M. L, McGee, E. O. (May 30-31, 2019). We See You: Black Mens’ Perceptions of the Marginalization of Black Women in Engineering and Computing Departments.  2019 Critical Race Studies in Education Association (CRSEA) Annual National Conference to be held from May 30th -31st, 2019, in Los Angeles, CA. (Accepted)

Botchway, P., Ridgeway, M. L, McGee, E. O., & Crooks, D. Black Engineering and Computing Faculty Perceptions of Diversity Initiatives. ASEE’s The Collaborative Network for Engineering and Computing Diversity, Crystal City, VA, May, 2019 (Accepted)

Botchway, P., Ridgeway, M. L, McGee, E. O., & Crooks, D. Mixed Reviews on Diversity Initiatives: Perspectives of Black Engineering and Computing Faculty. American Education Research Association, Toronto, Canada, April, 2019.

Hailu, M., Aldridge, J., Yoon, S. Y. Cox, M. F., Main, J., & McGee, E. O.  STEM faculty’s perceptions of climate for persistence: Differences by gender, race/ethnicity, and class. Round table session at American Education Research Association, Toronto, Canada, April, 2019.

Hailu, M. F., Ridgeway, M. L., Boyajian, R., McGee, E. O., Cox, M., & Main, J. An Investigation of the “Pet to Threat” Phenomenon Among Women of Color Engineering Faculty. American Education Research Association, Toronto, Canada, April, 2019.

McGee, E.O., Naphan-Kingery, D., & Robinson, S.  Stress and help seeking among engineering and computing doctoral students: Differences by race and citizenship status. American Education Research Association, Toronto, Canada, April, 2019.

Ridgeway, M. L., Hauli, M. F, Boyajian, R., Brockman, A. J. McGee, E. O., Cox, M., & Main, J.  Wage Disparities in the Academy: Women of Color Faculty in Engineering Departments. American Education Research Association, Toronto, Canada, April, 2019.

White, D. T., Ridgeway, M. L., Brockman, A. J., Grant, B., & McGee, E. O. Black Male Doctoral Students’ Perceptions of Black Women’s Marginalization in Engineering and Computing Programs. American Education Research Association, Toronto, Canada, April, 2019.

Brockman, A. J, & Ridgeway, M. L. On Hostile Grounds: Black Engineering and Computing Doctoral Students Experiences with Racial Microaggressions that Disconfirm their Science Identities. Sociology of Education Annual Meeting. CA, February, 2019 (Accepted).

Hailu, M., Cox, M. F., Main, J., & McGee, E. O. (2019). The Politicized Experiences of Women Engineering Faculty in Puerto Rico. Refereed roundtable session presented at the 2019 CIES Conference. San Francisco, CA.

Ridgeway, M. L., Naphan-Kingery, D. E., Botchway, P. K., White, D. T., & McGee, E. O. (April 6, 2018). Black Faculty Tug-of-War Between Extra Labor and the Sense of Responsibility to Serve. Presentation at the 2018 American Educational Research Association Annual Meeting research conference as part of the paper session An Examination of Racialized Experiences in Faculty Life. New York, NY.

Naphan-Kingery, D. E., Brockman, A. J., Ridgeway, M. L., McKane, R., Botchway, P. K., & McGee, E. O. (April 7, 2018). Narratives of Inequity in Doctoral Engineering and Career Trajectories Shaped by an Equity Ethic. Presentation at the 2018 American Educational Research Association Annual Meeting as part of the roundtable session Examining Gender in Science, Technology, Engineering, and Math (STEM). New York, NY.

Hailu, M. & Ridgeway, M. L., Reimagining Teaching and Learning in Engineering: A Comparative Analysis of Public Universities in Ethiopia and the United States. Association for the Study of Higher Education, Tampa, FL, November, 2018.

Brockman, A. J. & Ridgeway, M. L., Black Engineering and Computing Doctoral Students’ Social Comparison and Identity. The Learning Sciences Graduate Student Conference, Vanderbilt University, Nashville, TN, September, 2018.

Ridgeway, M. L., Brockman, A. J., & McGee, E. O., Black Engineering and Computing Doctoral Students’ Peer Interaction that Foster Racial Isolation. ACM Richard Tapia Celebration of Diversity in Computing, Orlando, FL, September, 2018.

Ridgeway, M. L., Brockman, A. J., McGee, E. O., & Naphan-Kingery, D. E. Black Engineering and Computing Doctoral Students’ Peer Interactions that Foster Racial Isolation and Impostor Feelings. ASEE’s The Collaborative Network for Engineering and Computing Diversity, Crystal City, VA, May, 2018.

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.
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