Engineering Societies' Activities in Promoting Diversity and Inclusion Proceedings of a Workshop–in Brief (2018) / Chapter Skim
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Engineering Societies' Activities in Promoting Diversity and Inclusion: Proceedings of a Workshop - in Brief
Engineering Societies' Activities in Promoting Diversity and Inclusion: Proceedings of a Workshop - in Brief
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The goals were to explore how engineering societies can promote diversity and inclusion in engineering, provide an opportunity for societies to share promising practices, and investigate possible collaborative actions. The topic for the event grew out of concerns raised at a broader workshop in January 2017 on the relationship between engineering societies and engineering education.1 Other followup workshops have explored the possibility of establishing a multidisciplinary and multisociety student competition focused on the NAE Grand Challenges for Engineering2 and ways for the professional societies to influence measures of faculty impact.3 The Cincinnati workshop on diversity and inclusion took a broad view of the issue.
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African Americans, Hispanics, and Native Americans make up less than 15 percent of bachelor's degree holders in science and engineering and less than 10 percent of PhDs. In a nationally representative survey of STEM professionals, LGBTQ individuals said that they are more likely to have to work harder than colleagues to be seen as legitimate professionals, are less likely to have colleagues perceive them as equally skilled professionals, and are less likely to have their talents used well in the workplace.7 Barriers to advancement are no longer primarily a result of "bad apples" who resist the inclusion of underrepresented minorities, said Cech.
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"Just thinking about diversity and inclusion makes engineering better." A SURVEY OF STEM PROFESSIONALS Cech discussed preliminary results from a study that she is conducting with Tom Waidzunas, assistant professor of sociology at Temple University, on interactional, organizational, and professional mechanisms of disadvantage in the underrepresented and marginalized STEM workforce.12 The study is based on a paradox, she pointed out: STEM professions are supposed to be objective and apolitical, yet persistent societal biases exist against women, people of color, LGBTQ individuals, and persons with disabilities. By comparing a large sample of diverse majority and nonmajority STEM professionals, the study has provided systematic documentation of whether and what types of inequalities emerge, net of other demographic variation.
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Cech reported that the preliminary results showed that health disparities can be explained in part by people's negative experiences in their workplace. Survey Results from Five Societies William Rothwell, a graduate student in sociology at the University of Michigan, presented more detailed results of the survey from five organizations at the workshop that agreed to have their data presented: an industry sector engineering organization (Organization 1)
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For all five societies, the results raise questions about the inclusion and retention of talented women, racial/ethnic minorities, and LGBTQ individuals in STEM fields, Rothwell concluded. He also stated that frequent experiences with marginalization and isolation can have detrimental impacts on underrepresented groups, contributing to high rates of turnover and exacerbating underrepresentation.
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AGU has been devoting special attention to diversity and inclusion in recent years, and at the time of the workshop was conducting a broad review of its policies affecting diversity and inclusion, "looking at opportunities to more proactively address diversity and make it part of everything we do," said Williams. A key juncture for ethics, diversity, and inclusion at AGU was a September 2016 workshop on sexual harassment in the sciences, with 65 participants representing academic leaders, scientific society leaders, and government officials.
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In 2017 ASCE added a standard to its code of ethics that directly speaks to diversity and inclusion. The society has an ongoing strategy and strategic partnerships with the National Society of Black Engineers, Society of Hispanic Professional Engineers, Society of Women Engineers, and other organizations as part of the 50K Coalition.16 An annual diversity award, women in engineering short courses, and webinars and institute conference sessions at the ASCE annual meeting all promote diversity and inclusion.
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It has created a website and social media presence that address this vision, ensured that its print materials reflect a more diverse audience, and conducted dedicated events such as presentations and panel discussions at meetings. It invites diverse speakers and panelists for its forums and has established a diversity scholars program that provides opportunities for underrepresented university students pursuing a degree in aerospace to attend an AIAA forum.
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In addition to participating with other societies in Transforming Engineering Culture to Advance Inclusion and Diversity (TECAID) and in the 50K Coalition, ASME has sponsored engineering festivals and career workshops and reached out to historically Black colleges and universities (HBCUs)
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The objective of the workshop was for representatives of engineering societies to "take stock and think about what's happening in your society or institution and where the opportunities are," said Leah Jamieson, the John A Edwardson Dean of Engineering and Ransburg Distinguished Professor of Electrical and Computer Engineering at Purdue University and chair of the program committee for the workshop series.
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STEERING COMMITTEE ON THE ENGAGEMENT OF ENGINEERING SOCIETIES IN UNDERGRADUATE ENGINEERING EDUCATION PLANNING COMMITTEE: Leah Jamieson (Chair, Purdue University) , Stephanie Adams (Old Dominion University)
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