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The “Double Minority”: An interpretive phenomenological analysis of engineering education culture and intersectionality for women of colour studying Engineering at Swansea University / JENNIE WATKINS

Swansea University Author: JENNIE WATKINS

Abstract

Women of colour remain underrepresented in engineering despite decades of interventions. Workforce statistics in the UK show only 2% of all engineering professionals are women of colour. Several studies, predominantly in the United States, have explored the impact gender and race have in engineering...

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Published: Swansea, Wales, UK 2023
Institution: Swansea University
Degree level: Master of Research
Degree name: MSc by Research
Supervisor: Knight, Camilla.
URI: https://cronfa.swan.ac.uk/Record/cronfa63678
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first_indexed 2023-06-21T13:42:09Z
last_indexed 2023-06-21T13:42:09Z
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Several studies, predominantly in the United States, have explored the impact gender and race have in engineering education and the “leaky pipeline” to employment in the sector; however, to date limited examination of the phenomenon of intersectionality using qualitative methods has occurred in UK higher education institution. Therefore, the aim of the present study was to explore the experiences of women of colour studying engineering education at Swansea University to consider implications for institutional policy and strategy for the enhancement of student experience and academic practice. Specifically, through this study the aim was to provide a voice to the women of colour studying engineering courses at Swansea University, and to consider the impact of engineering culture on race and gender, or intersectionality, as the ‘double minority’ in engineering education.This study was conducted using Interpretive Phenomenological Analysis. Interviews were conducted with five international undergraduate students, identifying as international women of colour studying engineering. Further, five appointed student representatives and staff were recruited to provide insight and experience relating to the research question. Of these five, four were women of colour and one a male student of colour studying engineering.Analysis led to the development of 3 Group Experiential themes: namely – ‘engineering identity’, ‘integration’ and the ‘impact of race and gender’. Overall, these themes demonstrated that childhood experiences helped to build an engineering identity and tolerance to white male culture. However, the oppression experienced in higher education was exacerbated by combined gender and race identity. Women of colour were exposed to a wide range of unchallenged sexualised attitudes and behaviour, often leading to feeling unsafe in the university environment. International students faced challenges to integration into university, British, and local cultures, presenting as a system of values, traditions, languages, policies, and practices, which were complex to navigate. The absence of role models in peers, or academics, to gain advice and support incited isolation and alienation in women of colour, impacting on their wellbeing, opportunities, performance, and aspiration.Together, the current study illuminated how socio-political factors and identity markers influence the student body and public and affect the experiences of being a woman of colour in higher education in the UK. 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spelling v2 63678 2023-06-21 The “Double Minority”: An interpretive phenomenological analysis of engineering education culture and intersectionality for women of colour studying Engineering at Swansea University c350a94db088f25033a1ba9946813ef4 JENNIE WATKINS JENNIE WATKINS true false 2023-06-21 Women of colour remain underrepresented in engineering despite decades of interventions. Workforce statistics in the UK show only 2% of all engineering professionals are women of colour. Several studies, predominantly in the United States, have explored the impact gender and race have in engineering education and the “leaky pipeline” to employment in the sector; however, to date limited examination of the phenomenon of intersectionality using qualitative methods has occurred in UK higher education institution. Therefore, the aim of the present study was to explore the experiences of women of colour studying engineering education at Swansea University to consider implications for institutional policy and strategy for the enhancement of student experience and academic practice. Specifically, through this study the aim was to provide a voice to the women of colour studying engineering courses at Swansea University, and to consider the impact of engineering culture on race and gender, or intersectionality, as the ‘double minority’ in engineering education.This study was conducted using Interpretive Phenomenological Analysis. Interviews were conducted with five international undergraduate students, identifying as international women of colour studying engineering. Further, five appointed student representatives and staff were recruited to provide insight and experience relating to the research question. Of these five, four were women of colour and one a male student of colour studying engineering.Analysis led to the development of 3 Group Experiential themes: namely – ‘engineering identity’, ‘integration’ and the ‘impact of race and gender’. Overall, these themes demonstrated that childhood experiences helped to build an engineering identity and tolerance to white male culture. However, the oppression experienced in higher education was exacerbated by combined gender and race identity. Women of colour were exposed to a wide range of unchallenged sexualised attitudes and behaviour, often leading to feeling unsafe in the university environment. International students faced challenges to integration into university, British, and local cultures, presenting as a system of values, traditions, languages, policies, and practices, which were complex to navigate. The absence of role models in peers, or academics, to gain advice and support incited isolation and alienation in women of colour, impacting on their wellbeing, opportunities, performance, and aspiration.Together, the current study illuminated how socio-political factors and identity markers influence the student body and public and affect the experiences of being a woman of colour in higher education in the UK. Findings show the interconnections of race, gender, ethnic background, and world media influence the educational and social experience, and perception and choice of women of colour about whether to pursue an engineering career in the UK or generally. E-Thesis Swansea, Wales, UK Women of colour, intersectionality, IPA, engineering culture, UK higher education 6 6 2023 2023-06-06 Due to Embargo and/or Third Party Copyright restrictions, this thesis is not available via this service. COLLEGE NANME COLLEGE CODE Swansea University Knight, Camilla. Master of Research MSc by Research ESF via Materials and Manufacturing Academy ESF via Materials and Manufacturing Academy 2024-06-18T14:50:29.2992044 2023-06-21T14:18:46.8526720 Faculty of Science and Engineering School of Engineering and Applied Sciences - Materials Science and Engineering JENNIE WATKINS 1
title The “Double Minority”: An interpretive phenomenological analysis of engineering education culture and intersectionality for women of colour studying Engineering at Swansea University
spellingShingle The “Double Minority”: An interpretive phenomenological analysis of engineering education culture and intersectionality for women of colour studying Engineering at Swansea University
JENNIE WATKINS
title_short The “Double Minority”: An interpretive phenomenological analysis of engineering education culture and intersectionality for women of colour studying Engineering at Swansea University
title_full The “Double Minority”: An interpretive phenomenological analysis of engineering education culture and intersectionality for women of colour studying Engineering at Swansea University
title_fullStr The “Double Minority”: An interpretive phenomenological analysis of engineering education culture and intersectionality for women of colour studying Engineering at Swansea University
title_full_unstemmed The “Double Minority”: An interpretive phenomenological analysis of engineering education culture and intersectionality for women of colour studying Engineering at Swansea University
title_sort The “Double Minority”: An interpretive phenomenological analysis of engineering education culture and intersectionality for women of colour studying Engineering at Swansea University
author_id_str_mv c350a94db088f25033a1ba9946813ef4
author_id_fullname_str_mv c350a94db088f25033a1ba9946813ef4_***_JENNIE WATKINS
author JENNIE WATKINS
author2 JENNIE WATKINS
format E-Thesis
publishDate 2023
institution Swansea University
college_str Faculty of Science and Engineering
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hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Materials Science and Engineering{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Materials Science and Engineering
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description Women of colour remain underrepresented in engineering despite decades of interventions. Workforce statistics in the UK show only 2% of all engineering professionals are women of colour. Several studies, predominantly in the United States, have explored the impact gender and race have in engineering education and the “leaky pipeline” to employment in the sector; however, to date limited examination of the phenomenon of intersectionality using qualitative methods has occurred in UK higher education institution. Therefore, the aim of the present study was to explore the experiences of women of colour studying engineering education at Swansea University to consider implications for institutional policy and strategy for the enhancement of student experience and academic practice. Specifically, through this study the aim was to provide a voice to the women of colour studying engineering courses at Swansea University, and to consider the impact of engineering culture on race and gender, or intersectionality, as the ‘double minority’ in engineering education.This study was conducted using Interpretive Phenomenological Analysis. Interviews were conducted with five international undergraduate students, identifying as international women of colour studying engineering. Further, five appointed student representatives and staff were recruited to provide insight and experience relating to the research question. Of these five, four were women of colour and one a male student of colour studying engineering.Analysis led to the development of 3 Group Experiential themes: namely – ‘engineering identity’, ‘integration’ and the ‘impact of race and gender’. Overall, these themes demonstrated that childhood experiences helped to build an engineering identity and tolerance to white male culture. However, the oppression experienced in higher education was exacerbated by combined gender and race identity. Women of colour were exposed to a wide range of unchallenged sexualised attitudes and behaviour, often leading to feeling unsafe in the university environment. International students faced challenges to integration into university, British, and local cultures, presenting as a system of values, traditions, languages, policies, and practices, which were complex to navigate. The absence of role models in peers, or academics, to gain advice and support incited isolation and alienation in women of colour, impacting on their wellbeing, opportunities, performance, and aspiration.Together, the current study illuminated how socio-political factors and identity markers influence the student body and public and affect the experiences of being a woman of colour in higher education in the UK. Findings show the interconnections of race, gender, ethnic background, and world media influence the educational and social experience, and perception and choice of women of colour about whether to pursue an engineering career in the UK or generally.
published_date 2023-06-06T14:50:28Z
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