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College Experiences and Learning Outcomes of Women of Color Engineering Students in the United States

Hyun Kyoung Ro, Sanga Kim


Framed by Crenshaw’s concept of intersectionality, we examined how women of color students self-assess their learning outcomes, compared to white women, in engineering undergraduate programs at 18 research universities in the United States. We also examined if curricular, pedagogical, and co-curricular experiences moderate the relationship between the race/ethnicity and learning outcomes of women students. We analyzed 2,104 women students from the 2016 Student Experience in the Research University (SERU) survey. We found that Asian women self-assessed lower than white women in the learning outcomes measured, and their curricular experiences moderated the relationship between race and their self-assessments of critical thinking skills. We discussed implications for future research, institutional practices, and policies that could promote the academic success of women of color in the field of engineering.


Intersectionality; Women of color, Engineering Learning Outcomes

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