Audio Narratives as a Way of Voicing Marginalized Student Experience
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
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Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
- Tagged Divisions
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Equity and Culture & Social Justice in Education Division (EQUITY)
- Tagged Topic
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Diversity
- Page Count
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6
- DOI
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10.18260/1-2--46628
- Permanent URL
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https://peer.asee.org/46628
- Download Count
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91
Paper Authors
Stephen Secules
Florida International University
orcid.org/0000-0002-3149-2306
Stephen is an Assistant Professor Engineering and Computing Education at Florida International University. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught a number of courses on design, sociotechnical contexts, education, and learning. He conducts research on equity and culture in engineering education and supports undergraduate and graduate student researchers through the Equity Research Group.
Cassandra J McCall
Utah State University
orcid.org/0000-0002-0240-432X
Cassandra McCall, Ph.D., is an Assistant Professor in the Engineering Education Department and Co-Director of the Institute for Interdisciplinary Transition Services at Utah State University. Her research centers the intersection identity formation, engineering culture, and disability studies. Her work has received several awards including best paper awards from the Journal of Engineering Education and the Australasian Journal of Engineering Education. She holds a Ph.D. in Engineering Education from Virginia Tech as well as M.S. and B.S. degrees in civil engineering from the South Dakota School of Mines and Technology.
Maimuna Begum Kali
Florida International University
orcid.org/0000-0003-1770-7363
Maimuna Begum Kali is a Ph.D. candidate in the Engineering and Computing Education program at the School of Universal Computing, Construction, and Engineering Education (SUCCEED) at Florida International University (FIU). She earned her B.Sc. in Computer Science and Engineering from Bangladesh University of Engineering and Technology (BUET). Kali's research interests center on exploring the experiences of marginalized engineering students, with a particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, contributing to the larger body of research in the field.
Gabriel Van Dyke Utah State University
Gabriel Van Dyke is a Graduate Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF project attempting to improve dissemination of student narratives using innovative audio approaches. Gabe has a bachelor’s degree in Mechanical Engineering from Utah State University (USU).
Vanessa Tran Utah State University
Vanessa Tran is a Ph.D. candidate in Engineering Education at Utah State University (USU). She earned a Bachelor's degree in Civil Engineering from the University of Architecture (UAH) and a Master's in Global Production Engineering and Management from the Vietnamese-German University (VGU) in Vietnam. Her research interest lies in enhancing the well-being of engineering students and educators. She is currently working on an NSF-funded project promoting student narratives through audio-based methods.
Abstract
Audio Narratives as a Way of Voicing Marginalized Student Experience
Background: Marginalization of minoritized students in undergraduate engineering education is an important equity issue created by the racism, sexism, homophobia, transphobia, and other systemic discrimination in the system. Qualitative research to understand and listen to student voices has been an important tool for documenting marginalization, but research solely to create conference and journal publications could be re-traumatizing and limited in its ability to help students or change the system. In prior work, we have argued that qualitative research should progress beyond simply documenting marginalization, to try new methods to actually change faculty perspectives.
Purpose: This arts-based research paper presents an innovative audio-based project methodology to center the voices of students experiencing marginalization.
Our work connects to multiple ECSJ 2023 Pillars: 1) our focus on innovation towards impact through our research is a form of methodological activism and a potentially decolonizing (broadly speaking) methodological practice; 2) the audio narratives of individual students can provide insight into the marginalizing systems through the lens of their experience (Pawley, 2013); and 3) the audio narratives are meant to provide resources towards equitable faculty practice.
Format of Presentation: Our presentation will include a paper and/or web-based presentation of the audio narratives. The existing narratives are prepared on YouTube, approximately 10 minutes long for each of 10 student narratives, and include subtitles for accessibility. Our proposed presentation at ASEE will be an interactive poster presentation that incorporates the audio narratives. We will have QR codes for ASEE session participants to interact with the audio narratives and will present our analysis of how these student narratives inform faculty practice and understandings of systemic marginalization.
Implications: Our primary implications will be for engineering education researchers of marginalization, to potentially incorporate our methodology to help create a more impactful and engaged research agenda.
Secules, S., & McCall, C. J., & Kali, M. B., & Van Dyke, G., & Tran, V. (2024, June), Audio Narratives as a Way of Voicing Marginalized Student Experience Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46628
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