Diversity Stalled: Explorations into the Stagnant Numbers of African American Engineering Faculty

摘要

A diverse engineering university faculty and workforce are necessary to achieve and maintain a country that is prosperous, secure, and attentive to the technological and social well-being of all individuals. Thus, this research study investigates one of the challenges to a diverse engineering faculty and workforce by exploring the causes behind why African Americans remain one of the most underrepresented racial groups in engineering faculty positions, remaining steady at 2.5% for the past five years, despite intervention programs that aim to broaden the participation of minorities in engineering. This three-year study explores the barriers and opportunities facing a cohort of: (1) African American engineering PhD students, candidates, and postdocs pursuing engineering faculty careers; (2) African American engineering tenure-track and tenured faculty; and (3) Minority/Diversity Engineering Program Directors. This study examines factors that impact the production of African American PhDs in engineering, as well as those factors that affect the pathway to tenured faculty positions in engineering. This research includes an assessment of the current engineering faculty climate through surveying and interviewing African Americans in engineering, from PhD candidates and postdoctoral students through full professors. This study analyzes the faculty-engineering climate by including the implementation of a national survey for Black PhD engineering students. The analytical structure of this study is guided by the literature on racial/gender stereotypes and Social Cognitive Career Theory. The intellectual merit of this work should lead to: (1) a better understanding of the career trajectories for African American PhDs in engineering, and (2) the technical, societal, and cultural influences that impact their career decision-making. Although this study focuses on African American faculty, overall faculty diversity creates a more effective learning environment. Schools with greater racial diversity tend to have better retention, satisfaction, and intellectual development. The broader impact of this study has the potential to change the model of how engineering candidates of color are mentored and primed for engineering faculty positions.