Abstract
An effective workforce needs workers from diverse backgrounds. Several initiatives have focused on increasing the number of women and underrepresented minorities that pursue undergraduate degrees in engineering. However, these efforts have not translated into successful retention and promotion of women and Black, Indigenous, People of Color (BIPOC) engineering faculty. Using lenses of critical race theory and social capital theory, this study seeks to illuminate how women and BIPOC develop throughout the academic training path to enter careers in engineering academia. Researchers conducted interviews with 16 participants recruited from a pool of three cohorts of a professional development program that focused on preparing female and BIOPC engineering PhD students and postdocs for careers in engineering academia. The analysis identified themes associated with bias, discrimination, imposter syndrome, and tokenism. Our research highlighted the role of effective mentoring in degree program and career selection. Further, for women and BIPOC, positive and affirming experiences in the classroom and workplace contributed to their motivation to complete engineering degrees and to seek careers in the field even in the face of bias and discriminatory practices. The interviews amplified the sentiments experienced by those before them.
Published Version
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