Student demographics, pathways, and outcomes in industrial engineering

• Autores: Mary Pilotte, Matthew W. Ohland, Susan M. Lord, Richard A. Layton, Marisa K. Orr
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. 2 (Parte A), 2017, págs. 506-518
• Idioma: inglés
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• Resumen

  • Industrial Engineering (IE) is known for its high participation of women and welcoming culture. This multi-institutionlongitudinal study of student demographics and educational outcomes in IE affords more detailed insights intodisciplinary dynamics by describing the demographics, trajectories, and outcomes of IE students into, out of, and throughnine IE programs. This research presents a quantitative perspective of IE student pathways and outcomes disaggregated byrace/ethnicity and gender. The study includes 10,994 IE first-time-in-college and transfer students in the USA. Framedusing Astin’s college impact model, student pathways vary by gender and race/ethnicity and are both an outcome of theenvironment and an important factor influencing the environment. The outcomes for all populations in IE are notablypositive compared to other disciplines. Hispanic and Black engineering students chose IE at higher rates than Asian andWhite students, resulting in more racial/ethnic diversity than the engineering aggregate. Within each race/ethnicity, womenin engineering chose IE at higher rates than men. Hispanic men and women achieved the highest graduation rates. Black,White, and Hispanic women in IE all graduated at higher rates than their male counterparts. More students of all groupsexcept Black men switched or transferred into IE than left. This study complements prior qualitative work leading to adeeper understanding of IE, which is noted as attracting and retaining a diverse student population. Detailed descriptionsof IE student pathways and educational outcomes can also guide other disciplines that seek to improve diversity andstudent success.