TY - JOUR
T1 - Demographic Data Collection of LGBTQ+ Identities
T2 - 129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022
AU - Sanchez, Daniel A.
AU - Chavela, Rocio Guerra
AU - Farrell, Stephanie
N1 - Funding Information:
The authors acknowledge the participants of the survey and interviewees for their contributions to this study. D.A.S. acknowledges support from the Graduate Archer Fellowship Program, the Cockrell School of Engineering, and the American Society for Engineering Education. This work was supported by the National Science Foundation Award No. 1748499.
Funding Information:
Dr. Sanchez is an ASEE Engineering Fellow and Penn Provost’s Postdoctoral Fellow in the Department of Mechanical Engineering and Applied Mechanics at the University of Pennsylvania. He completed his PhD in Materials Science and Engineering in 2021 and his BSc in Mechanical Engineering in 2015, both at The University of Texas at Austin. His dissertation research, which was supported by fellowships from the NSF GRFP, GEM Consortium, and Ford Foundation, explored the mechanics and chemistry of bubbles made from atomically thin materials. From 2016 to 2019, Dr. Sanchez served in many roles through Out for Undergrad and the UT Austin chapter of oSTEM – both of which promote the professional development of LGBTQ+ STEM students.
Publisher Copyright:
© American Society for Engineering Education, 2022.
PY - 2022/8/23
Y1 - 2022/8/23
N2 - Although recent studies highlight the unique difficulties that lesbian, gay, bisexual, transgender, and queer (LGBTQ+) engineering professionals face in their careers, the availability of data concerning this underserved population remains scant. Postsecondary educational institutions play a critical role in the collection of LGBTQ+ demographic data related to sexual orientation and gender identity (SOGI) among students, faculty, and staff. Such data can be utilized to measure retention and success of LGBTQ+ individuals. However, many institutions choose not to collect these data for various reasons, which can potentially further the marginalization of LGBTQ+ individuals in academic settings. This study explores both the motivations behind academic leaders-which includes facilitators of the demographic information collection process and advocates for the collection of SOGI data-along with the barriers that hinder efforts to make the collection of SOGI data a standard practice. We first administered a nation-wide survey to the American Society for Engineering Education (ASEE) Engineering Deans Council to determine what types of SOGI data, if any, these institutions collect. Among the 46 respondents, we found that three institutions collect some type of SOGI data for students, faculty, or staff. Survey respondents were then invited to participate in semi-structured interviews to discuss their insights into institutional practices with respect to SOGI data collection. In total, six institutions are represented through the perspectives of the 6 interviewees. We analyzed the transcripts from the interviews and identified themes within two categories: barriers and motivations. Although SOGI data collection is in nascent stages, this study provides insight into the critical conversations academic leaders navigate to better serve the LGBTQ+ community, which may aid further efforts to implement SOGI data collection in academia.
AB - Although recent studies highlight the unique difficulties that lesbian, gay, bisexual, transgender, and queer (LGBTQ+) engineering professionals face in their careers, the availability of data concerning this underserved population remains scant. Postsecondary educational institutions play a critical role in the collection of LGBTQ+ demographic data related to sexual orientation and gender identity (SOGI) among students, faculty, and staff. Such data can be utilized to measure retention and success of LGBTQ+ individuals. However, many institutions choose not to collect these data for various reasons, which can potentially further the marginalization of LGBTQ+ individuals in academic settings. This study explores both the motivations behind academic leaders-which includes facilitators of the demographic information collection process and advocates for the collection of SOGI data-along with the barriers that hinder efforts to make the collection of SOGI data a standard practice. We first administered a nation-wide survey to the American Society for Engineering Education (ASEE) Engineering Deans Council to determine what types of SOGI data, if any, these institutions collect. Among the 46 respondents, we found that three institutions collect some type of SOGI data for students, faculty, or staff. Survey respondents were then invited to participate in semi-structured interviews to discuss their insights into institutional practices with respect to SOGI data collection. In total, six institutions are represented through the perspectives of the 6 interviewees. We analyzed the transcripts from the interviews and identified themes within two categories: barriers and motivations. Although SOGI data collection is in nascent stages, this study provides insight into the critical conversations academic leaders navigate to better serve the LGBTQ+ community, which may aid further efforts to implement SOGI data collection in academia.
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M3 - Conference article
AN - SCOPUS:85138304869
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 26 June 2022 through 29 June 2022
ER -