Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago

Tagged Topics

Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

who are also part of the Scholarships in Science, Technology,Engineering, and Mathematics (S-STEM) program. The S-STEM program is a federal effortfunded by the National Science Foundation to support low-SES, high-achieving students in theirpursuits of STEM degrees. S-STEM program provides comprehensive support throughmentorship, financial assistance, academic guidance, and structured activities. In addition toscholarships that alleviate financial burdens, the program offers mentorship from faculty andindustry professionals, academic guidance tailored to individual needs, and structured activitiesdesigned to foster a sense of belonging, community, and professional identity.To address these objectives, we aim to answer this research question

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara

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Diversity

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, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. ReferencesAckermann, S. P. (1990). The Benefits of Summer Bridge Programs for Underrepresented and Low-Income Students.Andalib, M. A. (2021). Simulation of the leaky pipeline: Gender diversity in U.S. K-graduate education. Journal of Simulation, 15(1–2), 38–50.Ahn, M. Y., & Davis, H. H. (2023). Students’ sense of belonging and their socio-economic status in higher education: a quantitative approach. Teaching in Higher Education, 28(1), 136-149.Banda, R. M., & Flowers, A. M. (2018). Critical qualitative

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Pedro Guillermo Feijóo-García, Georgia Institute of Technology; Fidel Mauricio Ramírez Aristizábal, Universidad el Bosque; Liliana Ahumada, Universidad el Bosque

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #48970Characterizing STEM Education in Latin America: A Literature Review onActive Learning and CompetenciesProf. Juan Sebasti´an S´anchez-G´omez, Universidad El BosqueMaria Catalina RamirezPedro Guillermo Feij´oo-Garc´ıa, Georgia Institute of TechnologyFidel Mauricio Ram´ırez Aristiz´abal, Universidad el BosqueLiliana Ahumada, Universidad el Bosque ©American Society for Engineering Education, 2025Characterizing STEM Education in Latin America: A Literature Review on Active Learning and CompetenciesJuan Sebastián Sánchez-Gómez1, María Catalina Ramirez Cajiao2, Pedro Guillermo Feijóo-García3

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Sarah Jane Bork, University of Georgia

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]​ M. Ridgway et al., “Equality, diversity, and inclusivity in engineering, 2013 to 2022: a review,” Royal Academy of Engineering, Nottingham Trent University, 2023. doi: 10.17631/RD-2024-0002-DREP.[2]​ S. Appelhans et al., “From ‘leaky pipelines’ to ‘Diversity of thought’: What does diversity mean in engineering education?,” in 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019, June 15, 2019  -  June 19, 2019, in ASEE Annual Conference and Exposition, Conference Proceedings. Tampa, FL, United states: American Society for Engineering Education, 2019.[3]​ D. E. Chubin, G. S. May, and E. L. Babco, “Diversifying the Engineering Workforce,” J. Eng. Educ., vol. 94, no. 1, pp. 73–86

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacob Pleasants, University of Oklahoma; Moses Olayemi, The University of Oklahoma; Brandon Scot Abbott, University of Oklahoma; Jacqueline M. Vadjunec PhD, University of Oklahoma

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. To protect the anonymity of our participants, participants’ genderand racial identities are not shown. Among the group, 6 identified as men and 6 as women. Interms of racial identities, the group included individuals who identified as Caucasian/White,Filipino, Hispanic, Middle Eastern, and African American/Black (all demographic informationwas self-reported in an open-ended format).Table 3Participant Demographics Participant ID Academic Major(s)/Minor(s) Year in school S02 Environmental Design Third Year S03 Biomedical Engineering Second Year S04 Mechanical Engineering

Conference Session

Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nivedita Kumar, Florida International University; Stephen Secules, Florida International University

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Culture & Social Justice in Education Division (EQUITY), Equity

appreciation extends to the members of my research group, whose feedback andsolidarity have continually shaped and strengthened my thinking. Their presence has made thisjourney intellectually rich and personally meaningful. 9. References[1] A. B. and N. G. Ruiz, “Key facts about Asian Americans, a diverse and growing population,” Pew Research Center. Accessed: May 30, 2024. [Online]. Available: https://www.pewresearch.org/short-reads/2021/04/29/key-facts-about-asian-americans/[2] S. Venkatraman, “Brown University becomes first Ivy League school to add official caste protections,” NBC News. Accessed: May 30, 2024. [Online]. Available: https://www.nbcnews.com/news/asian-america/brown-university-becomes-first-ivy-league- school-add

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Heather Thiry, University of Colorado, Boulder ; Sarah Hug, Colorado Evaluation and Research Consulting; Anne-Marie Nunez

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organizationalpractices that make such change possible. HSIs and computing or engineering departments cansupport students by recognizing the strengths of the local community, hiring staff and NTTs withshared cultural backgrounds, and elevating the important work of staff and NTTs in creatinginclusive educational environments and expanding students’ access to opportunities.References[1] Committee On Underrepresented Groups And The Expansion Of The Science And Engineering Workforce Pipeline (U.S, Expanding underrepresented minority participation. Washington, D.C.: National Academies Press, 2011.[2] K. P. Cobian, S. Hurtado, A. L. Romero, and J. A. Gutzwa, “Enacting inclusive science: Culturally responsive higher education practices in science

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Stephanie Masta, Purdue University at West Lafayette (PPI)

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Culture & Social Justice in Education Division (EQUITY), Equity

the trans studies discourse into their work.Quality and academic rigorTo ensure qualitative rigor, we follow Walther et al.’s [21] qualifying qualitative research quality(Q3) framework. The Q3 framework’s emphasis on reflexivity coordinates with reflexive contentanalysis and centers the impact of prior experience and societal conditioning in our researchprocess. While we recognize the shortcomings of utilizing the Q3 framework, it is widelyrecognized as an appropriate method of analyzing qualitative research quality in engineeringeducation. We assured theoretical validity in our study by purposefully sampling articles fromtrans studies that best aligned with educational practices and by choosing STEM educationpapers written by authors

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jabari Kwesi, Duke University; Morgan bernstein, Duke University; Reagan Lenora Razon, Duke University; Andre Luis Barajas, Duke University; Brean Elizabeth Prefontaine, Duke University; Victoria E. Callais, Duke University; Shaundra Bryant Daily, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University

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Culture & Social Justice in Education Division (EQUITY), Equity

analyzing new responses to the survey, which was revised andredistributed in the fall 2024 semester to examine the impact of sociopolitical changes such asthe overturning of race-conscious college admissions.References[1] S. Zweben, J. L. Tims, C. Tucker, and Y. Timanovsky, “ACM-NDC study 2021--2022: tenthannual study of non-doctoral-granting departments in computing,” ACM Inroads, vol. 13, no. 3,pp. 38–54, 2022.[2] S. Zweben and B. Bizot, “2022 Taulbee Survey Record Doctoral Degree Production; MoreIncreases in Undergrad Enrollment Despite Increased Degree Production,” 2023.[3] J. Forbes, A. Kennedy, M. Martonosi, and F. Pembleton, “Expanding the Pipeline: Roadmapof CISE’s Efforts to Broaden Participation in Computing Through the Years

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert P. Leland, Oral Roberts University; Molly Shanahan, Independent artist, advocate, and educator

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Culture & Social Justice in Education Division (EQUITY), Equity

disclose what has been done to themduring their employment.State lawsOver 20 states have approved laws either banning NDAs or making them unenforceable undervarious conditions, such as sexual assault, sexual harassment, retaliation, or discrimination, andmultiple bills are in legislative process. Washington’s Silenced No More Act, sponsored byRepresentative Liz Berry and referenced below, is exemplary, and requires the party trying toenforce an NDA to pay a $10,000 fine and cover the other party’s legal expenses. Listings andbrief descriptions of state laws are published by Lift Our Voices [18] and Can’t Buy My Silence[19].Lack of awareness of state and federal lawIn 2019, New Jersey passed one of the first laws restricting NDAs, S. 121, which

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Clausell Mathis II, Michigan State University

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Diversity

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Culture & Social Justice in Education Division (EQUITY), Equity

indicate prior knowledge and desired knowledge. AQFT, as Jackson explains, “build[s] curiosity about the lesson, and see[s] what the students know andwhat they want to know.” The QFT technique allowed students to connect energy concepts with memoriesof their favorite childhood toys, allowing them to connect their background to the lesson better. As part ofthe activity, students also researched the carbon footprint behind their favorite snacks. The students alsoconsidered how climate change has changed relevant aspects of their lives. Jackson: And then we talk about, again, the effects of global climate change on anything they want to think about. Has it affected music? Has it affected video games? So what is it, you know? In

Conference Session

Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Mobina Beheshti; Julia Wilder; Annick M Manseau; Sofia Ella Migon; Isabella Stuopis, Brown University; Avneet Hira, Boston College

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Culture & Social Justice in Education Division (EQUITY), Equity

implications for practice and theory. Higher education policy, 15(2), 153-167.[8]​ United Nations Educational, Scientific and Cultural Organization (UNESCO). (n.d.). Education for sustainable development. UNESCO. Retrieved from https://www.unesco.org/en/sustainable-development/education[9]​ Krannich, A. L., & Reiser, D. (2023). United Nations Sustainable Development Goals 2030, The. In Encyclopedia of sustainable management (pp. 3862-3867). Cham: Springer International Publishing.[10]​Parry, S., & Metzger, E. (2023). Barriers to learning for sustainability: a teacher perspective. Sustainable Earth Reviews, 6(1), 2.[11]​Molina-Carmona, R., Pertegal-Felices, M. L., Jimeno-Morenilla, A., & Mora-Mora, H. (2018). Assessing the

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Adrian Nat Gentry, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Julie P Martin, University of Georgia; Fio Bahr, Purdue University at West Lafayette (COE)

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Culture & Social Justice in Education Division (EQUITY), Equity

supports graduate students access in their academic workplace—as the supports accessed inthese settings are most relevant to engineering education researchers, faculty and administrators.We ask the following research question (RQ 1), how do nonbinary STEM graduate studentsreceive supports from cisgender and transgender alters that witness and mirror them asnonbinary?FrameworksWe utilize Gentry et al.’s (2024) nonbinary social supports conceptual framework and Dolan andGarvey’s (2024) nonbinary identity development model to guide our study. As nonbinaryresearchers, we found it crucial to model the use of asset-based frameworks specific to ournonbinary population.Nonbinary Social Supports Conceptual FrameworkWe utilize Gentry et al.’s (2024

Conference Session

Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University

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Culture & Social Justice in Education Division (EQUITY), Equity

the manifestation of White supremacy and antiracism is the answer,” Journal of Engineering Education, vol. 109, no. 4, pp. 625–628, 2020, doi: 10.1002/jee.20362.[2] S. Secules, “Making the familiar strange: An ethnographic scholarship of integration contextualizing engineering educational culture as masculine and competitive,” Engineering Studies, vol. 11, no. 3, pp. 196–216, 2019, doi: 10.1080/19378629.2019.1663200.[3] D. Riley, “Engineering and Social Justice,” Synthesis Lectures on Engineers, Technology and Society, vol. 3, no. 1, pp. 1–152, 2008, doi: 10.2200/S00117ED1V01Y200805ETS007.[4] E. Seymour and A. Hunter, Talking about Leaving Revisited.[5] K. L. Tonso, “Teams that work: Campus culture, engineer identity

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wanpeng Xu, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University

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Culture & Social Justice in Education Division (EQUITY), Equity

), 1297-1300.Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: conceptual issues and research evidence. Psychological bulletin, 129(5), 674.Kimberly, C. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Anti‐Discrimination Doctrine, Feminist Theory and Anti‐Racist Politics. In The University of Chicago Legal Forum (Vol. 140, p. 139).Yang, J. A., Antonio, A. L., & Sheppard, S. D. (2023, June). Overrepresented≠ Not-Marginalized: Unpacking the Racialization of Asians and Asian-Americans in Engineering Education. In 2023 ASEE Annual Conference & Exposition.Jennings, M., Roscoe, R., Kellam, N

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elisa Bravo, University of Michigan; Clay Walker, University of Michigan

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wisdom, scientific knowledge and the teachings of plants. Milkweed editions.Lambrinidou, Y. (2018). When Technical Experts Set Out to “Do Good”: Deficit-Based Constructions of “the Public” and the Moral Imperative for New Visions of Engagement. Michigan Journal of Sustainability, 6(1). https://doi.org/10.3998/mjs.12333712.0006.102Leiser, S. (2022). A 20-year review of Flint finances shows consequences of lack of investment | Gerald R. Ford School of Public Policy. Ford School of Policy. https://fordschool.umich.edu/news/2022/20-year-review-flint-finances-shows-consequenc es-lack-investmentLeydens, Jon A. "Sociotechnical communication in engineering: An exploration and unveiling of common myths

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling; Yerika A Jimenez, Duke University; Amy Arnold; Kelly Perri, Duke University; Victoria Lee, Duke University; Erin Haseley, Duke University

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onstructural transformation by illustrating specific mechanisms through which institutionalpractices can reinforce or challenge existing power structures.Our finding regarding genuine welcome versus mere invitation reveals the subtle but importantdistinction between formal and authentic inclusion. This resonates with Rankin et al.'s (2021)concept of "saturated sites of violence," where seemingly neutral educational spaces can becomehostile through interconnected systems of power. The participants' sensitivity to body language,facial expressions, and language choices demonstrates how microaggressions and subtle forms ofexclusion operate in engineering spaces.The emphasis on relational connection adds nuance to traditional approaches focused primarilyon

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering

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Race Ethnicity Gender Degree(s) Discipline(s) Completed Shabazz Black or African Not Hispanic or Man B.S., M.S. Mechanical American Latino Engineering LP White Hispanic or Woman B.S. Chemical Latino Engineering Zach Black or African Not Hispanic or Man B.S., M.S Mechanical American Latino Engineering Kenya Black or African Not Hispanic or Woman

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue Engineering Education

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Culture & Social Justice in Education Division (EQUITY), Equity

. A. Mejia, and T. Perez, “Arrebatos and institutionalized barriersencountered by low‐income Latino/a/x engineering students at Hispanic‐Serving Institutions(HSIs) and emerging HSIs,” Journal of engineering education (Washington, D.C.), vol. 113, no.4, pp. 1177–1197, 2024, doi: 10.1002/jee.20612.[13] S. Secules, “On the importance of (white) humility: Epistemological decentering as apositional orientation toward research,” Journal of engineering education (Washington, D.C.),vol. 112, no. 2, pp. 258–261, 2023, doi: 10.1002/jee.20508.[14] S. Secules, A. Gupta, A. Elby, and E. Tanu, “Supporting the Narrative Agency of aMarginalized Engineering Student,” Journal of engineering education (Washington, D.C.), vol.107, no. 2, pp. 186–218, 2018, doi

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haiying Long, University of Kansas; Stephen Secules, Florida International University; Jingjing Liu, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University

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research interests include community college-minority serving institution partnerships, transfer students, post-traditional students, and broadening participation in engineering education. He received his B.S. in electrical engineering from Tuskegee University, an M.S in journalism from the University of Illinois-Urbana Champaign, an M.S. in physics from Fisk University, an M.S. in industrial engineering from the University of Central Florida and an M.Ed. in educational leadership from Texas Christian University.Dr. Bruk T Berhane, Florida International University Dr. Bruk T. Berhane received his bachelorˆa C™s degree in electrical engineering from the University of Maryland in 2003. He then completed a masterˆa C™s

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Figard, University of Georgia

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Culture & Social Justice in Education Division (EQUITY), Equity

success inengineering undergraduate programs. 7References[1] A. E. Slaton, “Body? What body? Considering ability and disability in STEM disciplines,” inProc. ASEE Annu. Conf. Expo., Atlanta, GA, USA, Jun. 2013.[2] K. Sang, T. Calvard, and J. Remnant, “Disability and academic careers: Using the socialrelationship model to reveal the role of human resource management practices in creatingdisability,” Work Employ. Soc., vol. 36, no. 4, pp. 722–740, 2022.[3] R. Figard, S. Brunhaver, and J. Bekki, “‘It is so exhausting to constantly have to explain topeople’: Exploring the effects of faculty interactions on disabled students,” in Proc. ASEE Annu.Conf. Expo

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Paula Rodrigues Affonso Alves, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba; Kari Zacharias, University of Manitoba; Renato Alan Bezerra Rodrigues, University of Manitoba

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, pressing the crushed mass, toasting the pressed mass and packagingthe flour ready for consumption. The main machinery includes the cassava grater, a press to extract the liquidand a pan oven to dry the mass.” Translated from [13].References[1] A. Ochoa-Duarte, J. I. Peña-Reyes and J. D. Reina-Rozo, "Engaged Engineering: Learning from the Systematization of Experiences from Latin America that make the path towards Buen Vivir," in 21st LACCEI International Multi-Conference for Engineering, Education, and Technology, Buenos Aires, Argentina, 2023.[2] B. Bond-Trittipo, J. Valle, D. S. Seculer and A. Green, "Challenging the Hegemonic Culture of Engineering: Curricular and Co-Curricular Methodologies," in CoNECD - Collaborative Network for

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tolulope Iyanuoluwa Abiri, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Samuel Sola Akosile, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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] Glass, C. R., & Westmont-Campbell, C. (2014). "Comparative effects of belongingness onthe academic success and cross-cultural interactions of domestic and international students."International Journal of Intercultural Relations, 38, 106-119.[5] Mwangi, C. A. G. (2016). "Exploring sense of belonging among Black international studentsat an HBCU." Journal of International Students, 6(4), 1015-1037.[6] Strayhorn, T. L. (2012). College students’ sense of belonging: A key to educational successfor all students. Routledge.[7] Hurtado, S., & Carter, D. F. (1997). "Effects of college transition and perceptions of thecampus racial climate on Latino college students' sense of belonging." Sociology of Education,70(4), 324-345.[8] Awokoya, J. T

Conference Session

Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Precious Njeck, Arizona State University, Polytechnic Campus; Ogochukwu Nwabueze Okoani, Arizona State University

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different identities intersect to inform international graduate students’experiences could be the focus of future studies, as well. Finally, it would be a worthy study tofurther investigate the impact of holistic wellness, or lack thereof, on international graduatestudents’ academic performance as well as their persistence and attrition decisions. ReferencesAdams, T. B., & Bezner, J. R. (2000). Conceptualization and Measurement of the Spiritual and Psychological Dimensions of Wellness in a... Journal of American College Health, 48(4), 165.Almaawali, M. S. (2024). Wellness Practices of Minority International Students: A Grounded Theory Study. Journal of International Students, 14(3

Conference Session

Disability in Engineering Programs (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 3)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ella Hedberg, University of Michigan; Caroline Louise Carter, University of Michigan; Xiaping Li, University of Michigan; Laura Hirshfield, University of California, Berkeley; Robin Fowler, University of Michigan; Prachi Shah, University of Michigan

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consider how ourfindings might be used in this tool to support students and their teammates with self-advocacyand mutual understanding.AcknowledgementsWe would like to thank Piper Fraker for her help cleaning and preparing the transcripts used inthis study.References[1]​ Shmulsky, S., Gobbo, K., Donahue, A., and Klucken, F, “Do Neurodivergent CollegeStudents Forge a Disability Identity? A Snapshot and Implications,” Journal of postsecondaryeducation and disability (Print), vol. 34, no. 1, pp. 53-, 2021.[2]​ J. M. Hanson, T. L. Trolian, M. B. Paulsen, and E. T. Pascarella, “Evaluating theinfluence of peer learning on psychological well-being,” Teaching in Higher Education, vol. 21,no. 2, pp. 191–206, Feb. 2016, doi: 10.1080

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso

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Culture & Social Justice in Education Division (EQUITY), Equity

growing body of scholarship on transformative engineering education byoffering empirically grounded insights into how students engage with issues of EJ, sustainability,and societal impact in engineering contexts.1.2 BackgroundIt is well-established that communities of color experience higher levels of exposure to and harmfrom environmental hazards and undue environmental justice challenges. In fact, in our currentstate within the U.S., an individual’s zip code remains one of the strongest indicators of theirhealth and overall well-being [1]. Since the rise of the EJ movement in the 1960’s, theEnvironmental Protection Agency’s creation of Office of Environmental Equity (later renamedOffice of Environmental Justice) in the 1990’s, and soon after

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charlotte Dworak, Embry-Riddle Aeronautical University - Daytona Beach; Victoria Minette Belveal, Embry-Riddle Aeronautical University; Kai Jun Chew, Embry-Riddle Aeronautical University - Daytona Beach

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Contextual Correlates of Student-Teacher Relationships,” 2004.[14] J. Cummins, “Pedagogies of choice: Challenging coercive relations of power in classrooms and communities,” Int J Biling Educ Biling, vol. 12, no. 3, pp. 261–271, 2009, doi: 10.1080/13670050903003751.[15] L. B. Yoke, “Interrelationship between Perceived Instructor Power, Student Dissatisfaction, and Complaint Behaviors in the Context of Higher Education,” International Education Studies, vol. 11, no. 7, p. 12, Jun. 2018, doi: 10.5539/ies.v11n7p12.[16] M. Lovorn, C. S. Sunal, L. M. F. Christensen, D. W. Sunal, and C. Shwery, “Who’s in control? Teachers from five countries share perspectives on power dynamics in the learning

Conference Session

Engineering Education in Colonial and Local Contexts (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 8)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexandra DakotaTomi Brunson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Elizabeth A. Reddy, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

like I must do due to social pressure, not because I want to.”· Ambiguity as a Strength -- Students commented on the challenge –and value– of unfamiliar orundefined terms, suggesting a shift toward openness in dealing with complex sociotechnicalissues. Example: “NGL [(“Not gonna lie…”)] half the term[s] you used I've never seen before. Provide some definition depending on the audience.” Example: “I feel like a lot of the key words used in the questionnaire would specifically need redefining to get a drastic change in the post-results.”· Cultural Knowledge Integration -- Reflections emphasized newfound appreciation for therelevance and role of cultural perspectives inherent in engineering practice

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Darby Rose Riley, Rowan University; Heather Malino, Rowan University; Cara Mawson, Rowan University; Cassandra Sue Ellen Jamison, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Success, vol. 3, no. 4, 2024.[9]​ M. Svyantek, "Missing from the Classroom: Current Representations of Disability in Engineering Education," presented at the American Society for Engineering Education Annual Conference, New Orleans, LA, USA, 2016.[10]​ A.E. Slaton and A.L. Pawley, "The power and politics of engineering education research design: Saving the ‘Small N’," Engineering Studies, vol. 10, no. 2-3, pp. 133-157, 2018.[11]​ E.A. Cech, "Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness," Journal of Engineering Education, vol. 112, no. 2, pp. 462-487, 2023.[12]​ S. Farrell, A. Godwin, and D.M. Riley

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemeh Khalkhal, San Francisco State University; Stephanie Claussen, San Francisco State University; Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Elysee Matembe Ekanga, San Francisco State University (SFSU)

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments | Journal of Microbiology & Biology Education.” https://journals.asm.org/doi/full/10.1128/jmbe.v21i1.2097[3] K. J. Jensen and K. J. Cross, “Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion,” Journal of Engineering Education, vol. 110, no. 2, pp. 371–392, 2021, doi: 10.1002/jee.20391.[4] D. Verdín and A. Godwin, “First-Generation College Students Identifying as Future Engineers,” School of Engineering Education Graduate Student Series, Apr. 2018, https://docs.lib.purdue.edu/enegs/79[5] T. N. Basit and S. Tomlinson, “Broadening participation among women and racial/ethnic minorities in