Through this webinar, explore findings from an NSF-funded project that studied the experiences of Black women computing and engineering students in doctoral programs before & during COVID-19.
Delivery Method: On Demand
Duration: 1 hour
ASEE Members: Free
In 2020, the United States grappled with two pandemics, the novel coronavirus disease (COVID-19) and systemic racism. Millions worldwide were affected by COVID-19 and racial injustices. Graduate programs across the nation were deeply impacted because the COVID-19 pandemic forced universities to move online. This session will discuss the NSF-funded project, The Niela Project, and share findings regarding the experiences of Black women in computing and engineering doctoral programs before and during COVID-19 and overlapping racial injustices.
This research and session are rooted in the tenet and belief that you cannot serve a community or impact a community until you genuinely understand the community. The Niela Project aims to understand Black women in computing and engineering. The project examined Black women’s academic and social experiences and their impact on their mental health and well-being. Thirty- five women were interviewed about their experiences and coping strategies while pursuing their doctorate in computing or engineering before and during the pandemics. Utilizing Black Feminist Thought as a framework to ground this study, findings indicate that the participants continue to persevere despite the stressors they endure. While some of their paths to the doctorate were accelerated, others were delayed as they attempted to meet their graduate degree-related milestones. Results of this study will allow webinar participants to understand this population to inform practices and policies aimed at creating an inclusive environment where students’ well-being is supported.
Speakers for this webinar are Sharnnia Artis (George Mason University) and Sharrell Hassell-Goodman (George Mason University).
This webinar is part of a larger series on building community and reflecting to re-envision in engineering education. This material is based on work supported by the National Science Foundation under Grant No. EEC-1733004.