Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hwangbo Bae, University of Florida; Denise Rutledge Simmons, P.E., University of Florida

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Diversity

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

Master of Science in Civil and Environmental Engineering both from Virginia Tech. Leadership development, workforce development, career development, professional work values, social ties, worker safety, and intersectionality studies are among his research interests.Dr. Denise Rutledge Simmons, P.E., University of Florida Denise R. Simmons, Ph.D., PE, PMP, LEED-AP is the Associate Dean for Workforce Development in the Wertheim College of Engineering and a tenured Associate Professor in the Department of Civil and Coastal Engineering at the University of Florida. Her research answers national calls for construction and civil engineering professionals to develop new competencies to navigate the changes of evolving work

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Yume Menghe Xu, Tufts Center for Engineering Education and Outreach

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

Paper ID #43360Supporting Engineering Students’ Identity Work Regarding their Career Trajectoriesfor a More Humanizing Engineering FutureMs. Yume Menghe Xu, Tufts Center for Engineering Education and Outreach Menghe (Yume) is a PhD student in STEM Education at Tufts University. She holds a bachelor’s and a master’s degree in Chemical System Engineering from the University of Tokyo, Japan. Prior to pursuing a PhD at Tufts, she designed and developed educational apps for children, and worked with students, teachers, and makerspace in Japan to host making workshops using various materials and tools. Her research interest lies in

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

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Diversity

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

Paper ID #37065Managers, Reporting Structures, and Re-Orgs: Volatility and Inequalityin Early-Career Engineering and Implications for EducatorsDr. Shannon Katherine Gilmartin, Stanford University Shannon K. Gilmartin, Ph.D., is a Senior Research Scholar at the Stanford VMware Women’s Leadership Innovation Lab and Adjunct Professor in Mechanical Engineering at Stanford University.Sara Jordan-Bloch, Stanford University Sara Jordan-Bloch, PhD, is a sociologist and senior research scholar at the Stanford VMware Women’s Leadership Innovation Lab, where she also directs the Seeds of Change initiative. ©American

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ebony Omotola McGee, The Johns Hopkins University; Thema Monroe-White, Berry College; Shelly Engelman, Custom EduEval LLC

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Diversity

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

Paper ID #43782Unveiling Demographic Influences and Differential Career Preferences amongEngineering Graduate Students: A Comparative Analysis of Mechanical,Electrical, and Computer EngineersDr. Ebony Omotola McGee, The Johns Hopkins University Dr. Ebony McGee is a Professor of Innovation and inclusion in the STEM Ecosystem in the School of Education and the Department of Mental Health in the School of Public Health at Johns Hopkins University. Dr. McGee is an electrical engineer by training and an 11-time NSF investigator awardee. She is the leading expert on both race and structural racism in STEM, with all its toxic

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon Katherine Gilmartin, Stanford University; Sara Jordan-Bloch, Stanford University

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Diversity

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

Paper ID #42000Exploring Early-Career Professionals’ Conceptions of ’Stretch Assignments’:A Qualitative Study of Recent Graduates from Engineering and Non-EngineeringFieldsDr. Shannon Katherine Gilmartin, Stanford University Shannon K. Gilmartin, Ph.D., is a Senior Research Scholar at the Stanford VMware Women’s Leadership Innovation Lab and Adjunct Professor in Mechanical Engineering at Stanford University.Sara Jordan-Bloch, Stanford University Sara Jordan-Bloch, PhD, is a sociologist and senior research scholar at the Stanford VMware Women’s Leadership Innovation Lab, where she also directs the Seeds of Change initiative

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachael E Cate, Oregon State University; Jacob Field, Oregon State University; Sierra Kai Sverdrup, Oregon State University

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Diversity

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

communication instruction to students as they progress through the senior capstone project and develop relationships with project stakeholders in industry. She also supports engineering communication program development, research, and implementation. Her Ph.D. research interests include social justice pedagogies; promoting diversity, equity and inclusion in higher education; service learning; program design and leadership; and qualitative research.Jacob Field, Oregon State UniversitySierra Kai Sverdrup, Oregon State University ©American Society for Engineering Education, 2024Report on a Student Community of Practice Program's Impact on Career Preparednessand Sense of Belonging Among Underserved

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Quezada-Espinoza, Universidad Andres Bello, Chile; Maria Elena Truyol, Universidad Andres Bello, Chile

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Diversity

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

Engineering Education, 2024Exploring Sense of Belonging and Self-Efficacy in Engineering: The Role of Institutional SupportAbstractNumerous studies have explored the impact of self-efficacy and a sense of belonging onSTEM career selection and persistence, fostering identity development. Institutional supportis pivotal for STEM students' academic progression and persistence. Such support includeseducational guidance, mentorship, and cultural and athletic engagement. Evidence shows thatthese services enhance students' sense of belonging and motivation and influence their self-efficacy. This is particularly vital for first-generation college students. With its substantialfirst-generation and economically disadvantaged student

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

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

AbstractFostering heightened interest and engagement in engineering, cultivating diversity, equity, andinclusivity within the engineering workforce, and equipping students to thrive in an industrycharacterized by rapid technological advancements stand as pivotal objectives in Science,Technology, Engineering, and Mathematics (STEM) education. Motivation exerts a profoundinfluence on students across diverse academic fields. It is intricately intertwined with their levelof engagement in the subjects they are studying, the inherent complexities of their chosen careerpaths, the career opportunities they foresee, and the potential of being misdirected toward a fieldthey may not truly enjoy. To this end, understanding the key factors driving motivation is of

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

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Diversity

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

including peer mentoring programs, time management seminars, financialaid and budgeting workshops, increasing career/job fairs and networking with companies, as wellas professional skills workshops including public speaking that can be implemented at not onlyMSIs, but also at other educational institutions to contribute to the mental wellness and overallwell-being of students.Keywords: Academic Distress, Academic Success, Anxiety, Depression, Mental Health, Stress,Well-BeingBackground and MotivationThe prevalence of mental health conditions among college students is steadily rising [1]. In theUnited States (U.S.), approximately 42% of college students suffer from depression and/oranxiety, 38% have been diagnosed with a mental health condition, and

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research

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Diversity

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

research and teaching within university settings. However, the workforce needs of aglobalized economy and students empowered by their agency to venture outside the traditionalacademic sphere into industry, entrepreneurship, consulting, and pre-college leadership, forexample, have led to the emergence of varied and non-traditional career paths. These pathschallenge the conventional norms and expectations of what it means to be an engineeringeducator.Despite the gradual recognition and tokenized celebration of these diverse career paths, asignificant gap exists in understanding the experiences of those pursuing them. The narratives ofPh.D. graduates in Engineering Education who choose non-academic careers are oftenovershadowed by the predominant

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Kentucky; Jennifer Tygret; Comas Lamar Haynes, Georgia Tech Research Institute; Canek Moises Luna Phillips, Rice University

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Diversity

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

academia. Her research centers on the creation of optimal higher education policies and practices that advance faculty careers and student success, as well as the schooling experiences of Mexican-descent youth in the mid-20th century.Jennifer TygretDr. Comas Lamar Haynes, Georgia Tech Research Institute Comas Lamar Haynes is a Principal Research Engineer / faculty member of the Georgia Tech Research Institute and Joint Faculty Appointee at the Oak Ridge National Laboratory. His research includes modeling steady state and transient behavior of advanced enDr. Canek Moises Luna Phillips, Rice University Dr. Canek Phillips is a Research Scientist at in the George R. Brown School of Engineering at Rice University where his

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Margaret E.B. Webb, Virginia Tech ; Marie C. Paretti, Virginia Tech

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Diversity

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

, and they highlight hidden narratives of the broaderengineering transfer student experience.These dynamics amplify the importance of a better understanding of how displaced engineersconstruct positively formed professional identities as well as what influences displacedengineering students’ abilities to author and reconfigure their identities as professional engineers.In response, and to guide future data collection and research, this scoping literature review isgrounded in social cognitive learning theory and seeks to understand the current state of researchin displaced higher education student identity development; synthesize the salient impacts ofdisplaced students’ expected career outcomes, social experiences, and educational

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University

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Diversity

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

, otherassets can be used to leverage resources available to forge careers in engineering [2]. Studentsstudying engineering in the borderlands experience additional hardships when navigating highereducation, as they manage tensions across disciplinary expertise, culture, language, as well asphysical borders of state and nation [3]. In this work in progress paper for the EQUITY group inASEE, we offer counternarratives of student experiences as possible resources for social justicework in local departmental contexts. The questions that we pose in our session are: A) How can constructed counternarratives of student experiences guide departmental dialog about equity and inclusion? B) How can faculty and staff serve as co-conspirators in the

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

Blue Lake College? 2)​ What resources allow for STEM students at Blue Lake College to perceive a clear path towards a STEM career? 3)​ Do STEM students at Blue Lake College recognize gender disparity in STEM? 4)​ Are there differences in outcomes among STEM students from marginalized groups? Literature Review Literature pertaining to STEM pathways in education is overtly situated within contextsof research-intensive institutions, male-dominated spaces, and capitalistic pursuits that dismissmatters of belonging for underrepresented students. In this study, we review literature pertainingto 1) STEM and sense of belonging, 2) STEM pathways with an emphasis on transfer ofunderrepresented

Conference Session

Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth

Collection

2024 ASEE Annual Conference & Exposition

Authors

George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Gray; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word

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

of Coding for the Future: A Case Study of the megaGEMS Coding AcademyAbstractGirls in Engineering, Mathematics, and Science (GEMS) is a free after-school club and summercamp for girls interested in exploring their career in various Science, Technology, Engineering,and Mathematics (STEM) fields. GEMS is the outreach program for the Autonomous VehicleSystems Research and Education Laboratories. GEMS programs are designed to educate youngwomen about STEM by providing hands-on experiential learning in robotics, programming, andresearch [1]. GEMS is divided into two main programs: miniGEMS for rising fifth througheighth-grade middle school students, and megaGEMS for rising ninth through twelfth-grade highschool students [2]. miniGEMS

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University

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Diversity

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

engineering learning environmentsfor students across backgrounds [5]. The course seeks to build the foundational professionalskills of students with varying interests toward engineering through engineering designexperiences [6]. Ninth through twelfth grade students in the United States can enroll in thecourse as a one-semester or a full-year course depending on the participating school.Survey Development and Overview Pre and post-surveys were given to e4usa students during the 2021-2022 school year toexamine pre-college engineering student perspectives in the course. The surveys were developedby the e4usa research team, which includes engineering education and psychology researcherswith expertise in using Social Cognitive Career Theory (SCCT

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego

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Diversity

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

in research knowledge and skills, deeper relationships with mentors, and clarity andinsight into career paths. This work involves thematic analysis of interviews with GEAR-SRparticipants and highlights student voices, including those traditionally marginalized in STEM.The advantages of undergraduate research experiences (UREs) are widely recognized, leading tohigher student retention, a sense of belonging in their field, improved academic outcomes, and agreater likelihood of pursuing advanced degrees [1, 5, 6]. This positive effect can be even greaterfor traditionally minoritized students [7], including students who are Black/African American,Hispanic/Latino(a), American Indian, and Pacific Islander. However, finding and performingresearch

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Hug, Colorado Evaluation & Research Consulting; Wendy Chi, University of Colorado, Boulder

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Diversity

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

cybersecurity is beneficial. Sometimes, however, the call for diversity incomputing can be complicated, as diversity is a complex concept. While most of the research ondiversity in computing focuses on gender and race/ethnicity, some interpret diversity in otherways. Undergraduate students are stakeholders in the assessment of cybersecurity as a diverseand inclusive subfield of computing--as they may or may not consider these concepts as theymake curricular and career decisions. A goal of the study is to enrich our understanding ofdiversity perspectives in the field, and so we sought complexity of interpretation over anarrowing or codifying of viewpoints. Data for this piece come from three sources: Q-sortrankings, group interview transcripts, and

Conference Session

Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire

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Diversity

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

undergraduate researchers and not large ambiguousresearch aims that is more commonly done in graduate school training.STEM Research - Future ThinkingWe next sought to understand the impact of undergraduate research on ND and NT individualfuture career plans. Previous research has indicated that participation in undergraduate researchopportunities significantly increases the chance of individuals pursuing graduate school [23].With the desire to increase representation and diversity in graduate school programs, we soughtto understand if participation in undergraduate research impacts career plans differently from NDto NT individuals. Both ND and NT participants had similar low percentages for disagreeing andstrongly disagreeing that they received quality

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jae Hoon Lim, University of North Carolina; Jerry Lynn Dahlberg Jr, University of Tennessee, Space Institute; Terry L. Miller, Alabama A&M University; Corion Jeremiah Holloman, Alabama A&M University; Luke Childrey V, Alabama A&M University; Mohamed Jamil Barrie, Alabama A&M University

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Diversity

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

make in people’s lives-Michelle Obama” she aspires to get the most out of what life has to offer.Corion Jeremiah Holloman, Alabama A&M UniversityLuke Childrey V, Alabama A&M University Luke Childrey is an undergraduate student at Alabama A&M University. He is currently working on a B.S degree in Mechanical Engineering. He has obtained knowledge in computational fluid dynamics through coursework and interning with the UTEP aerospace center. As a result of his work experiences, he seeks to gain more experience and a career in the aerospace industry.Mr. Mohamed Jamil Barrie, Alabama A&M University Mohamed J. Barrie is a Senior Electrical Engineering major at Alabama Agricultural and Mechanical

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology ; Margaret B. Bailey, P.E., Rochester Institute of Technology ; Caroline Solomon; Elizabeth Litzler, University of Washington; Sara Schley, Rochester Institute of Technology ; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett

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Diversity

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

additional campuses:Villanova University, Drexel University, and Gallaudet University. While all of these sites areprivate universities, they each offer distinct contexts and circumstances.The LTM Project builds on two past NSF ADVANCE funded efforts at RIT going back fifteenyears. In 2008, RIT received an NSF ADVANCE Institutional Transformation Catalyst award,Establishing the Foundation for Future Organizational Reform at RIT (#0811076), orEFFORT@RIT which identified career advancement barriers for RIT women faculty andestablished how well the university addressed issues in the recruitment, retention, andadvancement of women faculty. Results of a faculty climate survey [1] conducted as part of theproject, in conjunction with objective data review

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sara Al Humidi; Alena Sloan; Andrea Atkins, University of Waterloo; Rania Al-Hammoud, University of Waterloo

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Diversity

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

) is due to the historical and demographic foundations that are not inclusive to womenand people of color that these fields were built upon. In their research, Lee et al. [1] andBlackwell et al. [2] both discuss how these factors continue to contribute to theunderrepresentation of women and people of color in the STEM industry. This is attributed to the“leaky pipeline” phenomenon where women lose interest in engineering as their careerprogresses due to continuous barriers such discrimination, inequitable resources andopportunities [2]. This further contributes to the loss of interest in STEM as young women andpeople of color achieve new milestones in their careers. Fixing the “leaks” in this pipeline,starting with addressing the dysfunctions

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brianna N. Griffith, University of Arkansas; Eric Specking, University of Arkansas; Jena Shafai Asgarpoor, University of Nebraska, Lincoln; Stephanie G. Adams, University of Texas, Dallas; Meagan C. Pollock, Engineer Inclusion; Adrienne Minerick, Michigan Technological University; Patrice Nicole Storey

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Diversity

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

Engineering and Technology at Old Dominion University (2016–2019), Department Head and Professor of Engineering Education at Virginia Tech (2011–2016) and held faculty and administrative positions at Virginia Commonwealth University (2008–2011) and the University of Nebraska-Lincoln (1998–2008). Her research interests include: Broadening Participation, Faculty and Graduate Student Development, International/Global Education, Teamwork and Team Effectiveness, and Quality Control and Manage- ment. In 2003, she received the CAREER award from the Engineering Education and Centers Division of the National Science Foundation. Dr. Adams is a leader in the advancement and inclusion of all in science, technology, engineering

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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Diversity

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

and an American Chemical Society Scholar. Dr. Henderson completed his Ph.D. in Chemical & Biomolecular Engineering at the University of Illinois at Urbana-Champaign. As a graduate student, he was a NASA Harriet G. Jenkins Graduate Fellow and mentor for the Summer Research Opportunities Program. Dr. Henderson has dedicated his career to increasing the number of students who are in pathways to pursue STEM careers. He believes that exposing students to STEM early will have a lasting impact on their lives and academic pursuits. He co-founded the St. Elmo Brady STEM Academy (SEBA). SEBA is an educational intervention that introduces underrepresented and underserved fourth and fifth-grade students and their families

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicole Delgado, New Mexico State University; Hilda Cecilia Contreras Aguirre, New Mexico State University; Luis Rodolfo Garcia Carrillo

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Diversity

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

and universities, professional organizations, workforce developers,and private industry, we must understand the cultural, linguistic, educational, familial, andgender barriers women and minorities face.Barriers Women and Underrepresented Minorities Face in STEM in College and Careers Authors in [9] completed a systematic review of the literature to create an index ofbarriers that prevent women and minorities from seeking degrees and jobs in technology andengineering fields. The first barrier is a global issue that is related to gender bias [10]. Women allover the world are working in engineering and technical fields at a consistently low rate becauseengineering and technical jobs have been held primarily by men. Women must fight

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tagged Topics

Diversity

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

womenincluding a lack of role models, implicit biases discouraging participation, limited exposure toSTEM fields, and stereotype threat; however, the impact of introductory mathematics onstudents’ desire to pursue an undergraduate STEM degree remains an area of interest for manyeducators and researchers. The significance of mathematics in a student’s intellectual growth isimmense, as it enhances their analytical thinking, problem-solving proficiency, and logicalreasoning. Additionally, it creates a strong base for pursuing STEM fields, which can lead toprofitable career prospects. [23] showed that mathematics courses could be the turning point forwomen in deciding not to choose STEM careers, which supports the finding that “if womenpersisted in STEM at

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

amentored-career pathway experience that reflects their interests. We interviewed Rachel twice, inFall 2021 and again in Spring 2022. Our first interview in Fall 2021 was conducted at SPU,where we interviewed all 16 participants in the first cohort. The first interview protocol wassemi-structured and focused on the three different pathways offered by the program and theirperceptions of them: graduate school pathways/research, professional pathways/internships, andentrepreneurship pathways. Rachel was one of the 16 interview participants, and her interviewstood out to us because of a strong impression of lacking self-efficacy and being worried abouther future career pathway. The lead author was the primary interviewer and followed up withRachel and

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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Diversity

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

nonbinary students, ultimately contributing to their success in STEM fields.Project BackgroundLarger StudyIn summer of 2022, a team of six nonbinary graduate students and early career faculty, with thesupport of two engineering education faculty, conducted a qualitative study on nonbinary STEMindividuals’ social capital. Participants were recruited from a variety of online STEMcommunities such as LGBTQ+ focused social media websites (e.g., Ace in Stem Discord, 500+Queer Scientists Twitter’s page and Pride in STEM Twitter’s page), small and large professionalLGBTQ+ STEM societies (e.g., International Society of Nonbinary Scientists Twitter and Slack,oSTEM global Discord, Trans and Gender Nonconforming Fieldwork Alliance) and emailcommunities (e.g

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sydni Alexa Cobb, University of Texas at Austin; Ariel Chasen, University of Texas at Austin; Chandel Burgess, University of Texas at Austin

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Diversity

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

otherpopulations there was a higher than base salary for nondisabled professionals, and at least $9,000lower than base salary for disabled professionals. With the largest gaps in salary amongst femaleparticipants being disabled White women ($14,633) and amongst male participants being disabledAmerican Indian/Alaska Native men ($18,376). However, with Hispanic, Black, and AmericanIndian/Alaska Native women having the lowest base, disabled, and nondisabled salaries onaverage, the $13,732, $11,398, and $13,695 gaps between disabled and nondisabled pay has moreimpact than the gaps on higher salaries.Conclusion This work in progress demonstrates the necessity for considering intersectionality in ouranalysis of engineering career outcomes. While

Conference Session

Institutional Support and Training (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 12)

Collection

2025 ASEE Annual Conference & Exposition

Authors

David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia

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Diversity

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

2024, Dr. McCall received a National Science Foundation CAREER grant to identify systemic opportunities for increasing the participation of people with disabilities in engineering. Her award-winning publications have been recognized by leading engineering education research journals at both national and international levels. Dr. McCall has led several workshops promoting the inclusion of people with disabilities and other minoritized groups in STEM. She holds B.S. and M.S. degrees in civil engineering with a structural engineering emphasis.Dr. Stephen Secules, Florida International University Dr. Stephen Secules is an Assistant Professor in the School of Universal Computing, Construction, and Engineering Education