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Sustained Inequity: Examining How Organizational Mechanisms Shape Black Women Engineering Faculty's Participation in Entrepreneurial Education Programs

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Title: Sustained Inequity: Examining How Organizational Mechanisms Shape Black Women Engineering Faculty's Participation in Entrepreneurial Education Programs
Language: English
Authors: Meaghan I. Pearson, Prateek Shekhar (ORCID 0000-0001-6552-2887), Khirsten J. Wilson, Jacqueline Handley, Joi-Lynn Mondisa
Source: Journal of Diversity in Higher Education. 2025 18(6):842-858.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 2126978
1940055
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: African Americans, Women Faculty, Engineering Education, Entrepreneurship, Teacher Participation, Higher Education, School Culture, Barriers, Disproportionate Representation, Race, Sex, Sex Role, Time Management, Family Work Relationship, Interprofessional Relationship
DOI: 10.1037/dhe0000622
ISSN: 1938-8926
1938-8934
Abstract: Entrepreneurship education programs (EEPs) have advanced innovation by providing faculty with avenues for transforming their research into marketable products. However, EEPs have struggled to engage Black women engineering faculty, which stifles innovation and their upward mobility. Additionally, few studies examine EEP participation with a critical lens, creating a lack of research-based understanding of how structural and organizational processes within higher education ecosystems contribute to the lack of diversity in EEPs. Therefore, this study engages in a critical qualitative inquiry to examine the following question: How do Black women engineering faculty describe how organizational factors inside of science, technology, and engineering higher education ecosystems contribute to their participation in EEPs? We conducted six in-depth semistructured interviews with Black women engineering faculty. We find evidence that suggests Black women engineering faculty's low participation in EEPs is connected to inequitable organizational mechanisms inside of engineering departments and EEPs. Also, we find that EEPs mitigate barriers for Black women engineering faculty by engaging in acts of epistemic justice. We describe how EEPs and engineering departments can create justice-oriented mechanisms like reevaluating tenure requirements to enhance the experiences of Black women engineering faculty. Overall, this study contributes to existing literature on ways to increase access and broaden participation for Black women engineering faculty in EEPs.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505847
Database: ERIC
FullText Text:
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  Data: Sustained Inequity: Examining How Organizational Mechanisms Shape Black Women Engineering Faculty's Participation in Entrepreneurial Education Programs
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  Data: <searchLink fieldCode="AR" term="%22Meaghan+I%2E+Pearson%22">Meaghan I. Pearson</searchLink><br /><searchLink fieldCode="AR" term="%22Prateek+Shekhar%22">Prateek Shekhar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6552-2887">0000-0001-6552-2887</externalLink>)<br /><searchLink fieldCode="AR" term="%22Khirsten+J%2E+Wilson%22">Khirsten J. Wilson</searchLink><br /><searchLink fieldCode="AR" term="%22Jacqueline+Handley%22">Jacqueline Handley</searchLink><br /><searchLink fieldCode="AR" term="%22Joi-Lynn+Mondisa%22">Joi-Lynn Mondisa</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Diversity+in+Higher+Education%22"><i>Journal of Diversity in Higher Education</i></searchLink>. 2025 18(6):842-858.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: National Science Foundation (NSF)
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  Data: 2126978<br />1940055
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22African+Americans%22">African Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Women+Faculty%22">Women Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Entrepreneurship%22">Entrepreneurship</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+Role%22">Sex Role</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Work+Relationship%22">Family Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+Relationship%22">Interprofessional Relationship</searchLink>
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  Data: 10.1037/dhe0000622
– Name: ISSN
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  Data: 1938-8926<br />1938-8934
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Entrepreneurship education programs (EEPs) have advanced innovation by providing faculty with avenues for transforming their research into marketable products. However, EEPs have struggled to engage Black women engineering faculty, which stifles innovation and their upward mobility. Additionally, few studies examine EEP participation with a critical lens, creating a lack of research-based understanding of how structural and organizational processes within higher education ecosystems contribute to the lack of diversity in EEPs. Therefore, this study engages in a critical qualitative inquiry to examine the following question: How do Black women engineering faculty describe how organizational factors inside of science, technology, and engineering higher education ecosystems contribute to their participation in EEPs? We conducted six in-depth semistructured interviews with Black women engineering faculty. We find evidence that suggests Black women engineering faculty's low participation in EEPs is connected to inequitable organizational mechanisms inside of engineering departments and EEPs. Also, we find that EEPs mitigate barriers for Black women engineering faculty by engaging in acts of epistemic justice. We describe how EEPs and engineering departments can create justice-oriented mechanisms like reevaluating tenure requirements to enhance the experiences of Black women engineering faculty. Overall, this study contributes to existing literature on ways to increase access and broaden participation for Black women engineering faculty in EEPs.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2026
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  Data: EJ1505847
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        Value: 10.1037/dhe0000622
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      – Text: English
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        PageCount: 17
        StartPage: 842
    Subjects:
      – SubjectFull: African Americans
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      – SubjectFull: Women Faculty
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      – SubjectFull: Engineering Education
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      – TitleFull: Sustained Inequity: Examining How Organizational Mechanisms Shape Black Women Engineering Faculty's Participation in Entrepreneurial Education Programs
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