Newark, New Jersey
April 22, 2022
April 22, 2022
April 23, 2022
2
10.18260/1-2--40079
https://peer.asee.org/40079
278
Prateek Shekhar is an Assistant Professor - Engineering Education at New Jersey Institute of Technology. His research is focused on examining translation of engineering education research in practice, assessment and evaluation of dissemination initiatives and educational programs in engineering disciplines. He holds a Ph.D. in Mechanical Engineering from the University of Texas at Austin, M.S. in Electrical Engineering from University of Southern California and B.S. in Electronics and Communication Engineering from India.
Dr. Jacqueline Handley is a Postdoctoral Scholar in Engineering Education at the New Jersey Institute of Technology. Before this role, she attained a Ph.D. in Science Education, focusing on community-centered engineering with young people. Through critical qualitative and design-based research, she is interested in, broadly, how to design engineering experiences for all people that move toward equity, justice, and liberation.
In February 2021 Dr. Huang-Saad joined the Bioengineering faculty at Northeastern University and became the Director of Life Sciences and Engineering Programs at The Roux Institute (Portland, Maine). Dr. Huang-Saad is Deputy Editor-in-Chief of Springer’s Biomedical Engineering and Division Chair for the American Society of Engineering Education’s Biomedical Engineering Division. Dr. Huang-Saad’s current research areas are entrepreneurship, innovation, and transforming higher education. She is funded by the NSF to explore the influence of the microenvironment of entrepreneurship education on minoritized populations, entrepreneurial ecosystems, and fostering graduate student professional development.
Over the past decade, there has been an increase in entrepreneurship education programs (EEPs) offered to faculty in universities, especially in science, technology, engineering, and mathematics (STEM) fields. Given the economic impact of research translation, EEPs have become an essential tool in academic settings to accelerate the translation of STEM research into marketable products. However, the underrepresentation of women in STEM entrepreneurship spaces is an ongoing problem that requires more investigation. EEPs provide opportunities to address gender underrepresentation in the STEM entrepreneurship space by supporting women in entrepreneurial practice. Although several EEPs programs have been created, research examining women’s participation in EEPs is minimal. Furthermore, there is a need for a detailed, theoretical understanding of STEM women faculty participation in EEPs. In the presented study, we describe our ongoing project involving the development of a qualitative framework to build an understanding of the women STEM faculty’s participation/non-participation in EEPs. The presented results are based on a racially diverse sample of 32 interviews conducted with women STEM faculty across the U.S. Specifically, the work presented in this poster is a detailed methodological description of the qualitative coding process performed on the data to develop the framework. Particularly, we explicate qualitative procedures such as first and second cycle coding, memoing, interrater reliability, and explanatory matrix development used in the research project to build an empirical framework for why women STEM faculty decide to participate or not participate in EEPs. We anticipate that this work will assist in developing research-based insights on fostering diversity, equity, and inclusion in EEPs, as well as broader STEM spaces.
López Ruiz, A., & Shekhar, P., & Handley, J., & Huang-Saad, A. (2022, April), Using qualitative research methodology to examine women STEM faculty’s participation in entrepreneurship education programs Paper presented at 2022 Spring ASEE Middle Atlantic Section Conference, Newark, New Jersey. 10.18260/1-2--40079
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