An Engineering Faculty and an Intention to Make Change for Diversity and Inclusion: Creating Sustainable Change Efforts

Abstract Scholars of engineering education have acknowledged a need for greater connection between research and engineering teaching practice in order to see sustainable change in engineering schools. This study examines the contrast between STEM education research on the positive impact of faculty on diversity and inclusion and some engineering faculty's lack of actual involvement with these issues. We examine the faculty of an electrical and computer engineering (ECE) department at Purdue University using Fishbein and Ajzen's reasoned action model for behavior to determine factors in the department that influence faculty's intention to make change for diversity and inclusion. We conducted interviews with ECE faculty about diversity, inclusion and department culture, and then an inductive thematic analysis organized around the reasoned action model. The major themes revealed that many faculty do not see involvement with diversity and inclusion as a norm in the department, and do not recognize their power to influence these issues. Our conclusions provide recommendations for engineering departments to meaningfully involve their faculty in improving diversity and inclusion.