How Does Identity Shape the Experiences of Women of Color Engineering Students?

By Erika D. Tate, Marcia C. Linn. 2005

245 citations recorded by the source corpus.

Subfields: Education, Media Technology, Safety Research

View Paper: https://www.semanticscholar.org/paper/dbec9adafa8911e2eb3cac2e7b44cb740f684f3b

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Citations in the corpus

Understanding the Risk of Attrition in Undergraduate Engineering: Results from the Project to Assess Climate in Engineering (2012, background): “Furthermore, students who have heard of engineering prior to entering college likely have some preconceptions about engineering as a field (e.g., Engineers work on trains), or naïve understandings of the engineering field (Tate & Linn 2005).”
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender (2014, background): “This can result in students’ social identity being characterized by feelings of difference and lack of a sense of belonging (Cole and Espinoza 2008; Tate and Linn 2005); sense of belonging has been associated with students’ confidence in their ability to complete an engineering degree (Huang and…”
Engineering Identity Development Among Pre‐Adolescent Learners (2012, background): “For instance, should all identity dimensions found in this study and others (e.g., Capobianco, 2006; Tate & Linn, 2005; Tonso, 2006) be considered goals of identity development for women in science and engineering?”
The Effect of Gender and Race Intersectionality on Student Learning Outcomes In Engineering (2015, background): “…Niemann, 1999), stereotype threat (Chinn, 2002) and outsider labeling (Collins, 1986) are well documented practices of oppression2 against minorities (Hurtado, Cabrera, Lin, Arellano, & Espinosa, 2009; McGee & Martin, 2011), and of women of color in particular (Tate & Linn, 2005; Turner, 2002).”
#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education (2018, background): “…area that was emerging in science education at the time but has since grown (e.g., Brickhouse & Potter, 2001; Brickhouse, Lowery, & Schultz, 2000; Carlone, 2004; Carlone & Johnson, 2007; Johnson, 2007; Johnson, Brown, Carlone, & Cuevas, 2011; Tan, Barton, Kang, & O’Neill, 2013; Tate & Linn, 2005).”
Women of color in science, technology, engineering, and mathematics (STEM) (2011, methodology): “Much of the published research used qualitative methods (Foor, Walden, and Trytten, 2007; Johnson, 2007; Tate and Linn, 2005), while others used quantitative analyses on large datasets (Brown, 1995; Espinosa, 2011; Hanson, 2009; Johnson, forthcoming; Nelson and Brammer, 2010) or employed a…”
Research literature on women of color in undergraduate engineering education: A systematic thematic synthesis (2020, background): “Moreover, attendance at pre-college engineering programs during high school influenced WOC's decisions to choose engineering studies in college (Bush, 2013; Tate & Linn, 2005).”
What do we know about explanations for drop out/opt out among young people from STM higher education programmes? (2010, unknown): “In reviewing other research about women of colour in engineering, Tate and Linn ( 2005 ) outline the following as influencing their persistence: • ”