1 option
Unacceptable Exemptions: An Emic Portrayal of Black Women Engineering Ph.D.s / Yulanda N Essoka.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Essoka, Yulanda N., author.
- Language:
- English
- Subjects (All):
- Higher education.
- Engineering.
- Womens studies.
- Black studies.
- Higher Education--Penn dissertations.
- Penn dissertations--Higher Education.
- Local Subjects:
- Higher education.
- Engineering.
- Womens studies.
- Black studies.
- Higher Education--Penn dissertations.
- Penn dissertations--Higher Education.
- Physical Description:
- 1 online resource (352 pages)
- Distribution:
- Ann Arbor : ProQuest Dissertations & Theses, 2022
- Contained In:
- Dissertations Abstracts International 84-04B.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.
- Language Note:
- English
- Summary:
- Black women have a limited presence in engineering representing about one percent of enrollment at each level of higher education. Engineering is glaringly white and predominately male. In 2020, 66 Black women earned engineering doctoral degrees which represented a decline in comparison to previous years and fewer doctorates than white, Asian, and Hispanic women. In contrast, white men were awarded more doctoral degrees than all women combined in the same year. Although the total number of Black women engineering Ph.D.s has increased over time, the percentage they represent in engineering remains the same as it was fifty years ago. Scholarship has focused on the myriad barriers that impede the progress of marginalized populations in science, technology, engineering, and mathematics (STEM). However, the "E" in STEM is often overlooked and Black women's engineering experiences are either omitted or conflated with white women or other minoritized counterparts. Consequently, this study employed a hybrid transcendental phenomenological approach that merged photovoice, portraiture, sista circles, and collage to examine the lived experiences of Black women in engineering doctoral programs and identify factors that helped them persist and thrive. Findings highlighted how women persevered in engineering by deriving motivation from affirming and critical encounters, spirituality and self-belief, family, pets, mentorship, as well as intentionally constructed uplifting school cultures. This inquiry also identified ways for students, families, and educational institutions to better understand and support the development of Black women engineers. Results from this study encourage Black women to heavily enroll in Black engineering colleges during their formative undergraduate years. Traditionally white institutions are reminded of their obligation to improve and are offered supportive strategies to do so that entail Black women being verbally inspired, reflected in engineering faculties, and supported by integrated policies and practices that outline high expectations, provide direction, and furnish growth opportunities to create a healthier sense of belonging.
- Notes:
- Source: Dissertations Abstracts International, Volume: 84-04, Section: B.
- Advisors: Perna, Laura W.; Ravitch, Sharon M.; Committee members: Battle, Kimberly J.; McGuire, Keon M.
- Department: Higher Education.
- Ed.D. University of Pennsylvania 2022.
- Local Notes:
- School code: 0175
- ISBN:
- 9798352911907
- Access Restriction:
- Restricted for use by site license.
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.