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
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Baber, L. D. (2015). Considering the interest-convergence dilemma in STEM education. The Review of Higher Education, 38(2), 251–270. https:// doi.org/10.1353/rhe.2015.0004

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Battey, D., & Leyva, L. A. (2016). A framework for understanding Whiteness in mathematics education. Journal of Urban Mathematics Education, 9(2). Retrieved from http://ed-osprey.gsu. edu/ojs/index.php/JUME/article/view/294

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Bonilla-Silva, E. (2018). Racism without racists: Color-blind racism and the persistence of racial inequality in America. Lanham, MD: Rowman & Littlefield.

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Boyd, F. B., Ridgeway, M. L., & Nyachae, T. M. (2018). “Is there lead in my water?”: Employing a culturally compelling instructional perspective to teach for change. Multicultural Learning and Teaching, 14(1). https://doi.org/10.1515/mlt-2017-002

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Bullock, E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. Educational Studies, 53(6), 628-641.

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Burt, B. A., Williams, K. L., & Palmer, G. J. (2018). It takes a village: The role of emic and etic adaptive strengths in the persistence of Black men in engineering graduate programs. American Educational Research Journal, 56(1), 39-74. https://doi.org/10.3102/0002831218789595

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Burt, B., McKen, A. S., Burkhart, J. A., Hormell, J., & Knight, A. J. (2016). Racial microaggressions within the advisor-advisee relationship implications for engineering research, policy, and practice. Paper presented at the ASEE’s 123rd Annual Conference and Exposition, New Orleans, LA. Retrieved from https://lib.dr.iastate.edu/edu_conf/1/

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Garibay, J. C. (2018). Beyond traditional measures of STEM success: Long-term predictors of social agency and conducting research for social change. Research in Higher Education, 59(3), 349–381. https://doi.org/10.1007/s11162-017-9470-2

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Goffney, I., Gutiérrez, R., & Boston, M. (Eds.). (2018). Rehumanizing mathematics for Black, Indigenous, and Latinx students. Reston, VA: National Council of Teachers of Mathematics.

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Jackson, M. C., Galvez, G., Landa, I., Buonora, P., & Thoman, D. B. (2016). Science that matters: The importance of a cultural connection in under-represented students’ science pursuit. CBE Life Sciences Education, 15(3). https://doi.org/10.1187/cbe.16-01-0067

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Mensah, F. M., & Jackson, I. (2018). Whiteness as a property in science
teacher education. Teachers College Record, 120(1),1–38. Retrieved from https://search.proquest.com/eric/docview/2011263204/CA70C00FC304AA9PQ/3?accountid=10920

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National Academy of Engineering. (2019). NAE grand challenges for engineering: Introduction to the grand challenges for engineering. Retrieved from http://www.engineeringchallenges.org/challenges/16091.aspx

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National Center for Science and Engineering Statistics. (2018). Scientists and Engineers Statistical Data System (SESTAT) [2018]. National Science Foundation. Retrieved from http://www.nsf.gov/statistics/sestat/

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National Science Board. (2018). Science & engineering indicators 2018 (NSB-2018-1). National Science Foundation. Retrieved from https://www.nsf.gov/statistics/2018/nsb20181/report/sections/higher-education-in-science-and-engineering/highlights

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Niemann, Y. F., & Sanchez, N. C. (2015). Perceptions about the role of race in the job acquisition process: At the nexus of attributional ambiguity and aversive racism in technology and engineering education. Journal of Technology Education, 27(1), 41-55. Retrieved from https://eric.ed.gov/?id=EJ1087889

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Smith, W. A., Mustaffa, J. B., Jones, C. M., Curry, T. J., & Allen, W. R. (2016). “You make me wanna holler and throw up both my hands!”: Campus culture, Black misandric microaggressions, and racial battle fatigue. International Journal of Qualitative Studies in Education, 29(9), 1189–1209.

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Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Douthirt Cohen, B., & Eliason, J. (2015). “Don’t leave us behind”: The importance of mentoring for underrepresented minority faculty. American Educational Research Journal, 52(1), 40–72.

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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.
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