2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Faculty women of color (FWoC) are integral to the academic landscape, enriching higher education with their diverse perspectives and invaluable contributions to diversity, equity, and inclusion. As scholars, educators, and leaders, they navigate a complex interplay of factors that influence their definitions of success and pathways to achievement. Understanding the complex interplay of personal, institutional, and sociocultural dynamics is paramount in illuminating their experiences.

Despite strides towards diversity, FWoC remain underrepresented in STEM fields, both as graduate students and full professors. A mere 2.5% of STEM faculty members identified as women of color in a 2013 study. Further, they are often relegated to lower ranks with diminished authority. This disparity persists even at the undergraduate level in disciplines like computer science, math, and engineering. The underrepresentation of women of color, comprising 3.6%, 2.5%, and 1.2% of assistant, associate, and full professors respectively, underscores enduring socio-cultural and institutional barriers in STEM fields in academia.

Recognizing the urgency of amplifying the narratives of FWoC, the Archival Publication Authors Workshop for Engineering Educators (APA-ENG) funded this study to delve into their definitions and paths to success. Through in-depth interviews with 11 FWoC across various STEM disciplines, our research explored personal, institutional, and sociocultural factors shaping their journeys. Employing a qualitative approach rooted in social constructivism, we identified themes that shed light on their experiences. Our sample included Hispanic/Latin (n = 6), African American (n=7), Multiracial/Multiethnic (n =2), and Asian (n = 1) participants ranging in age from 26-55.

Our findings revealed three major themes: Entrepreneurial Mindset (EM), Sociocultural Contributors, and Institutional Factors. EM, encompassing motives, skills, and thought processes, emerged as a cornerstone of FWoC's success. While traditional markers of academic success such as robust research and collaboration were noted, the ability to connect with students and reframing experiences with discrimination/microaggression were equally highlighted. Sociocultural contributors to success were deeply intertwined with participants' experiences, underscoring the influence of cultural backgrounds and familial support on their academic journeys. However, structural barriers within institutions pose formidable challenges to FWoC's success, ranging from issues of inclusion to the availability of mentorship. Despite the resilience and resourcefulness demonstrated by FWoC, these systemic impediments remain as significant obstacles. For FWoC, EM was not a sufficient resource for their success but rather could only be useful with strong institutional and sociocultural supports. This suggests that models around EM should consider the limitations of the framework for historically marginalized populations and continue to center structural resources.

Supporting the success of women of color in STEM academia not only enhances the quality of scholarship but also paves the way for future generations of students and academics. By acknowledging and addressing the challenges faced by FWoC, we can cultivate an environment conducive to their flourishing. Armed with this knowledge, women STEM faculty members can navigate the complexities of academic life with resilience and determination, ultimately enriching the landscape of higher education for all.