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The Experiences of Women Students of Color Enrolled in Undergraduate Architecture Programs in the US.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Experiences of Women Students of Color Enrolled in Undergraduate Architecture Programs in the US./
Author:	Sawruk, Theodore Randall.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	350 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Education policy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29209539
ISBN:	9798802709061

The Experiences of Women Students of Color Enrolled in Undergraduate Architecture Programs in the US.
Sawruk, Theodore Randall.

The Experiences of Women Students of Color Enrolled in Undergraduate Architecture Programs in the US. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 350 p.

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--University of Hartford, 2022.

This item must not be sold to any third party vendors.

Over the last 30 years, the architecture academy and profession have endeavored to increase diversity within its ranks. Conversely, these intentions have yet to be realized, as the field of architecture remains one of the least inclusive of all the STEM disciplines. Many of the undergraduate degree programs in the US, unknowingly or unintentionally, perpetuate White, male-dominant curricula. Recently, departments of architecture have been successful in increasing the number of students of color admitted into undergraduate degree programs, however, ongoing attrition and the lack of degree completion continue to limit diversity in the profession. The conceptual framework for the study applied critical race theory as defined by Crenshaw (1998) and Black Feminist thought presented by Collins (1990), and was adapted from Payne and Barbera (2013) as a lens through which to understand intersectionality. This study utilized a mixed methods convergent investigation, with a researcher-developed quantitative survey of 74 participants and 12 qualitative semi-structured interviews. The goal was to obtain statistical data from a broad sample, while conducting interviews with a small subset of these individuals to help explain the phenomenon in more detail. Hence, the data collection occurred in parallel, while the goal of mixing or merging the data was achieved by comparing the results of the two databases side by side, with the researcher interpreting the complete analysis.Thirteen key findings were garnered from the data conversion and analysis, while many of the findings proved consistent with existing literature. Findings show the majority of women students of color (WSC) are able to "dwell" within their architecture studio environment, yet, WSC continue to experience microaggressions within studio environments that often focuses on gender or race or the intersection of gender and race. Additionally, WSC report that the curricula at undergraduate architecture programs do not address the background, experiences, or values of most women students of color, making it hard to connect to the discipline, and that architecture faculty generally refrain from addressing issues of diversity, equity or inclusion or teach in a "color-blind" manner, failing to connect with WSC. Women students of color identify 1) continued stereotyping, 2) microaggressions from faculty and peers, and 3) non-inclusive pedagogy as primary sources of stress, isolation, or a lack of self-confidence. Those WSC, who successfully persist through the curriculum, cite the critical importance of emotional support from family, inclusive student organizations, and the encouragement by individual faculty mentors as the means for their academic persistence and success.The research gives some insight into how WSC in undergraduate architecture programs can be academically more successful at predominantly White and minority serving colleges and universities. It is recommended that administrators and faculty actively facilitate positive racial climates within architecture programs, continue to increase student diversity, implement diverse and inclusive classroom curriculums and seek to hire women of color as faculty and mentors. As educators, we must demand full commitment to diversity, equity, and inclusion in all undergraduate architecture programs, especially by keeping underrepresented populations at the center of related discussions taking place in academic and professional organizations alike.

ISBN: 9798802709061Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Architecture

The Experiences of Women Students of Color Enrolled in Undergraduate Architecture Programs in the US.
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520 $a Over the last 30 years, the architecture academy and profession have endeavored to increase diversity within its ranks. Conversely, these intentions have yet to be realized, as the field of architecture remains one of the least inclusive of all the STEM disciplines. Many of the undergraduate degree programs in the US, unknowingly or unintentionally, perpetuate White, male-dominant curricula. Recently, departments of architecture have been successful in increasing the number of students of color admitted into undergraduate degree programs, however, ongoing attrition and the lack of degree completion continue to limit diversity in the profession. The conceptual framework for the study applied critical race theory as defined by Crenshaw (1998) and Black Feminist thought presented by Collins (1990), and was adapted from Payne and Barbera (2013) as a lens through which to understand intersectionality. This study utilized a mixed methods convergent investigation, with a researcher-developed quantitative survey of 74 participants and 12 qualitative semi-structured interviews. The goal was to obtain statistical data from a broad sample, while conducting interviews with a small subset of these individuals to help explain the phenomenon in more detail. Hence, the data collection occurred in parallel, while the goal of mixing or merging the data was achieved by comparing the results of the two databases side by side, with the researcher interpreting the complete analysis.Thirteen key findings were garnered from the data conversion and analysis, while many of the findings proved consistent with existing literature. Findings show the majority of women students of color (WSC) are able to "dwell" within their architecture studio environment, yet, WSC continue to experience microaggressions within studio environments that often focuses on gender or race or the intersection of gender and race. Additionally, WSC report that the curricula at undergraduate architecture programs do not address the background, experiences, or values of most women students of color, making it hard to connect to the discipline, and that architecture faculty generally refrain from addressing issues of diversity, equity or inclusion or teach in a "color-blind" manner, failing to connect with WSC. Women students of color identify 1) continued stereotyping, 2) microaggressions from faculty and peers, and 3) non-inclusive pedagogy as primary sources of stress, isolation, or a lack of self-confidence. Those WSC, who successfully persist through the curriculum, cite the critical importance of emotional support from family, inclusive student organizations, and the encouragement by individual faculty mentors as the means for their academic persistence and success.The research gives some insight into how WSC in undergraduate architecture programs can be academically more successful at predominantly White and minority serving colleges and universities. It is recommended that administrators and faculty actively facilitate positive racial climates within architecture programs, continue to increase student diversity, implement diverse and inclusive classroom curriculums and seek to hire women of color as faculty and mentors. As educators, we must demand full commitment to diversity, equity, and inclusion in all undergraduate architecture programs, especially by keeping underrepresented populations at the center of related discussions taking place in academic and professional organizations alike.
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