THE PIECES OF ME: THE DOUBLE BIND OF RACE AND GENDER IN ENGINEERING

Abstract

Women of color (WOC) continue to be underrepresented and underserved in engineering. Current engineering education literature rarely explores the role of the double bind of race and gender in the experiences of WOC. These "hidden figures" are pushed to the margins of engineering based on deeply held negative racial and gender stereotypes. The purpose of this study was to investigate the impact of the intersections of race and gender or the "double bind" on the engineering education of undergraduate female students of color. A quantitative survey measured the engineering identity, ethnic identity, womanist identity, frequency of racial microaggressions, and self-reported mental health (e.g., stress, anxiety, and depression) of female students of color. We found a positive relationship between ethnic identity and engineering identity, as well as relationships between ethnic and womanist identities and self-reported mental health measures. WOC reported high scores on the commitment subscale of the ethnic identity scale, indicating a strong sense of belonging, attachment, and a personal investment in an ethnic group, in addition to frequent racial microaggressions. Taken together, WOC who have strong ethnic and womanist identities are susceptible to negative stereotype social cues, but have some protection from the greater, often race-based stressors they experience in engineering. Depression correlated to the frequency of experiencing racial microaggressions. Our results suggest that engineering must do more to improve racial climate, reduce gender and racial microaggressions, and create inclusive educational spaces to ensure the full participation of these students.

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