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

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

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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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

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

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

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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Diversity

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

of navigational capital (e.g., dispositional knowledge and capacity tonavigate organizations as an individual with a marginalized social identity). These interrelatedconcepts provide a lens for exploring our research question, namely how staff and non-tenure-track faculty intentionally expand students’ professional networks and support their navigation ofhigher education and careers in computer science. Social capital is a meaningful concept to frame research on the success of minoritizedstudents because it is defined as the critical social resources, networks and support for studentsprovided by institutional agents [15]. For the purpose of this analysis, institutional agents arepersonnel within higher education systems who are in a

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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Diversity

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

employ, such as reliance on loans, scholarships, or family contributions. Additionally,questions like “How often do financial concerns prevent you from participating in professionalopportunities (e.g., internships, networking events)?” highlight barriers to accessing resourcesand opportunities essential for academic and career success. The survey also addresses howstudents navigate cultural norms and expectations tied to social class, examining areas such ascomfort in professional settings and familiarity with the "unwritten rules" of succeeding incollege [23].This localized implementation of the survey instrument will allow for the identification of trendsand patterns that are meaningful within the specific institutional context of this

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nidia Banuelos, University of Wisconsin - Madison; Ross J. Benbow, University of Wisconsin - Madison; Benjamin C. Flores, University of Texas at El Paso

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Diversity

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

new instrument - the Academic and Career Cultural Wealth (ACCW) scale - tomeasure Latine STEM students’ Community Cultural Wealth (CCW) and its relationship to STEMidentity (Estrada et al., 2011; Yosso, 2005). We focus on Latine students, in particular, because theyremain underrepresented in STEM despite a strong desire to enter these fields. Latines make up 16% ofthe U.S. adult population, but only 6% of STEM research doctorates, and 17% of the U.S. labor force, butonly 8% of STEM workers (Fry et al., 2021). These disparities do not result from lack of interest, as theproportion of Latine freshmen intending to major in STEM (42%) remains higher than that of White(37%) students (National Science Board, 2018). Instead, the blame lies in

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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Diversity

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

Education. Her African cultural background,and her experiences in a male dominated discipline of chemical engineering are the bedrockupon which her research interests are built. She hopes to contribute towards addressing thesystemic issues that affect the persistence of international Black women and girls in engineering,and more broadly in STEM disciplines. It is her desire to challenge gender inequality through herresearch. Additionally, she feels the need to change the status quo because she is a woman who 6has been supported all through her academic career and wishes that other women and girls can aswell experience that kind of support.The third author

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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Diversity

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

questionsguiding our work are:1. During the EJF program, what changes occur in the ways that Fellows think about the interactions between technology, society, culture, and the environment?2. How do EJF Fellows utilize sociotechnical perspectives when carrying out engineering projects?3. How do EJF Fellows’ sociotechnical perspectives interact with their motivations for studying engineering, career goals, and identities as engineers?4. What are the educational and career trajectories of EJF Fellows who participate in the program? 2We are especially interested in exploring how the EJF program promotes educational equity byexamining how 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

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)

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Diversity

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

, they will better understand the profession that they are beingasked to identify with. Since identification with engineering may not be stagnant in time andspace, this study further emphasizes the need for and importance of designing interventional andculturally relevant practices to improve the college experiences of women and URM studentsand enhance their sense of belonging and persistence in the profession, ultimately contributing toa more diverse and inclusive STEM workforce. Educators and career advisors can leverage thisknowledge to effectively address potential concerns and misunderstandings and steer studentstoward career paths that best fit their unique interests and objectives in engineering.Methods, Data Collection, and AnalysisAs

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

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, University of Cincinnati; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

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Diversity

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

Mejia, University of Cincinnati Dr. Joel Alejandro (Alex) Mejia is a Professor of Engineering Education in the Department of Engineering and Computing Education at the University of Cincinnati. His work examines the intersections of engineering, social justice, and critical pedagogies. He focuses on dismantling deficit ideologies in STEM, centering Latino/a/x student experiences—especially of those along the U.S.-Mexico border. His work draws on Chicana/o/x studies, raciolinguistics, and bilingual education to explore how language, race, and socialization shape engineering pathways and engineering practice. In 2025, Dr. Mejia received the Presidential Early Career Award for Scientists and Engineers (PECASE) Award for

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

Alicia Nicki Washington, Duke University; Victoria E. Callais, Duke University

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Diversity

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

(AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is also the author of Unapologetically Dope: Lessons for Black Women and Girls on Surviving and Thriving in the Tech Field. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the first Black woman to earn a Ph.D. in computer science at the university and 2019 Computer Science Hall of Fame Inductee.Victoria E. Callais, Duke University Dr. Tori Callais is an AiiCE postdoctoral researcher at Duke

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alec Jon Bauer, Clemson University

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

(with permission) to see patterns in how neurodivergent students engage (e.g., do they pausevideos more often, access materials at different times, etc.). Such data can triangulate self-reported experienceswith behavioral evidence. Long-term outcomes and career trajectories: It is also essential to explore the long-term impact of onlinelearning on neurodivergent students’ academic trajectories and career readiness. For example, did the challengesof online learning lead to any shifts in major (did some leave STEM fields or slow down their course load)?Conversely, did any find the online format beneficial enough that they excelled

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

Vanessa Svihla, University of New Mexico; Donna M Riley, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Susannah C. Davis, University of New Mexico; Eva Chi, University of New Mexico

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Diversity

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

Paper ID #46902WIP: QuantCrit Analysis of the Impacts of Teaching Innovations on StudentDevelopmentDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a Professor in Organization, Information & Learning Sciences and in Chemical & Biological Engineering at the University of New Mexico. Dr. Svihla received the National Academy of Education / Spencer Postdoctoral Scholarship and the NSF CAREER Award, which President Biden also recognized with a PECASE. Their scholarship has been recognized for its contributions to diversity, equity, and inclusion by the American Society for Engineering Education and the

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

Roneisha Wynette Worthy, Kennesaw State University; Preethi Titu, Kennesaw State University

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

EOP curriculum. The long-term impacts on both faculty teaching practices and student career trajectories remain unexplored. 3. Institutional Variability: As the study was conducted in a single institutional context, the findings may not account for differences in institutional priorities, resources, and student demographics at other universities.C. Future Research DirectionsTo build upon these findings and address the identified limitations, future researchshould: 1. Expand the Scope of Analysis: Incorporate reflections and feedback from diverse engineering programs and institutions to assess the adaptability and scalability of the EOP framework. 2. Conduct Longitudinal Studies: Investigate the

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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Diversity

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

[4]. An interview-based study by the Clayman Institute for GenderResearch at Stanford University also showed significant mental health damage due to NDAspreventing employees from talking about their experiences with friends, family, colleagues andothers. The misuse of NDAs contributes to career damage, and reduced prospects foremployment, as those who sign NDAs are not able to speak truthfully about a previous job [5].The UK Department for Business Energy & Industrial Strategy (BEIS) stated that NDAs thatprevented the disclosure of wrongdoing or other workplace grievances often resulted in silencedindividuals experiencing extreme feelings of isolation and negative mental health impacts [6].This misuse of NDAs violates the first

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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Diversity

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

Identity-Inclusive Computing Education (AiiCE). She also serves as senior personnel for the NSF-funded Athena Institute for Artificial Intelligence (AI). Her career in higher education began at Howard University as the first Black female faculty member in the Department of Computer Science. Her professional experience also includes Winthrop University, The Aerospace Corporation, and IBM. She is a graduate of Johnson C. Smith University (B.S., ’00) and North Carolina State University (M.S., ’02; Ph.D., ’05), becoming the ©American Society for Engineering Education, 2025 Paper ID #46099first Black woman to earn a

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

University. With passion to communicate research findings and gleaned from experts in the field as he advances his career, Olaitan has attended several in-persons and virtual conferences and workshop, and at some of them, made presentation on findings on air pollution, waste water reuse, and heavy metal contamination.Dr. Oludare Adegbola Owolabi P.E., Morgan State University Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University faculty in 2010. He is the director of the sustainable infrastructure development, smart innovation and resilient engineering lab and the director of undergraduate programs in the department of civil engineering at Morgan State University

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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Diversity

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

issue affecting women’s participation in STEM fields.Dr. Stephen Secules, Florida International University Dr. Stephen Secules is an Assistant Professor in the School of Universal Computing, Construction, and Engineering Education at Florida International University. Secules holds a joint appointment in the STEM Transformation Institute and a secondary appointment in the Department of Mechanical and Materials Engineering. He has bachelor degrees in engineering from Dartmouth College, a master’s in Architectural Acoustics from Rensselaer Polytechnic Institute, and a PhD in Education (Curriculum and Instruction) from the University of Maryland. Prior to his academic career, Stephen was an acoustical consultant for 5

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

D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder

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Diversity

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

. Research advisors often control a graduate student’sfunding, research topic, and acceptance to their graduate program [1]. Faculty often have significantinfluence over a student’s career prospects [2]. Additionally, the one-on-one pedagogical approach toPh.D. and research-based master’s programs can leave students vulnerable to faculty harassment andabuse [2]. Graduate students are often under a high level of emotional, physical, and psychological stress[3], [4], [5]. Interpersonal abuse is one of the most common sources of graduate student stress [5].Understanding the power differential between graduate students and faculty offers the STEM communitymultiple opportunities to positively impact the academic journey, professional advancement, health

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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Diversity

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

Engineering. He has bachelor degrees in engineering from Dartmouth College, a master’s in Architectural Acoustics from Rensselaer Polytechnic Institute, and a PhD in Education (Curriculum and Instruction) from the University of Maryland. Prior to his academic career, Stephen was an acoustical consultant for 5 years in both London, UK and Silicon Valley, CA. His research has focused on culture and equity in engineering education, particularly undergraduate contexts, pedagogy, and student support. Through his work he aims to use critical qualitative, video-based, participatory, and ethnographic methods to look at everyday educational settings in engineering and shift them towards equity and inclusion. He also leads the

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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Diversity

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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

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

backgrounds.These will include, but are not limited to, individuals with varying gender identitiesand sexual orientations, different nationalities and cultural contexts, and those born inthe United States versus those who immigrated. Special attention will be given to howfamily cultural expectations shape students’ experiences, especially regarding mentalhealth and career choices. Future interviews will explore the influence of familydynamics, including expectations of academic success and attitudes towardLGBTQIA+ identities.Expanding the participant pool will enable comparative analysis across diversesubgroups and deepen understanding of how intersecting identities shape mentalhealth challenges and coping strategies among Asian LGBTQIA

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

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Diversity

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

from family as engineers. b. Family is part of a student’s community in engineeringA person’s community in engineering often defines how successful they will be in their career,or how many challenges they will be able to easily overcome. When we asked students abouttheir community in engineering, four out of five mentioned that their family is part of theircommunity. Family members were “motivational” or supportive by providing words ofaffirmation especially when students were facing challenges. For example, Rogelio, discusseshow his mom is motivational, and also how his school counselor was pivotal in helping him toovercome challenges. Rogelio: Yeah, I would say, other than my school counselor, I would say no, but my mom is

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

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

question. Interviews began by askingstudents to describe where they were in their engineering career (what year, what classes theywere taking, etc.). Students were then asked why they chose to volunteer for the study andwhether or not they had accommodations. From here, the interview became more open-ended;prompting questions included asking about the most and least challenging classes, most and leastsupportive professors, study habits, and particular elements of coursework (such as group work,quizzes and exams, and presentations).Interviews were conducted in-person and recorded using a handheld recorder, then transcribedusing Otter.ai. The research team reviewed and corrected the transcripts as necessary.Data AnalysisInterviews were analyzed

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

Nagma Zerin, The Johns Hopkins University; Melo-Jean Yap, The Johns Hopkins University; Hexin Bi, The Johns Hopkins University

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

functions of cells. The course alsodiscusses dysfunctions in different parts of the cells and their relations to various diseases (e.g.,cancer, neurological disorders, etc.), and the basics of tissue engineering. It is generally taken byundergraduate ChemBE students of different levels (e.g., sophomores, juniors, and seniors) whoare interested in future careers related to biotechnology or medicine. The interventions that weapplied in the classroom were inspired by various theoretical frameworks. A qualitative analysisof students’ reflections about the course, obtained from the course offered in two Spring semestersin 2023 and 2024, helped us to identify the factors that positively influenced students’ learningexperiences and mostly answered our

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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Diversity

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

, “Small world: Crafting an inclusive classroom (no matter what you teach),” Thought Action, pp. 51–61, 2011.[14] B. M. Dewsbury, “On faculty development of STEM inclusive teaching practices,” FEMS Microbiol. Lett., vol. 364, no. 18, Aug. 2017, doi: 10.1093/femsle/fnx179.[15] T. L. Killpack and L. C. Melón, “Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?,” CBE—Life Sci. Educ., vol. 15, no. 3, p. es3, Sep. 2016, doi: 10.1187/cbe.16-01-0020.[16] S. B. Daily, J. Sperling, M. Gray, M. Gupta, A. Arnold, and K. Perri, “Addressing Gender Disparities in Computing Majors and Careers: Development and Effects of a Community Support Structure,” presented at the 2020 ASEE Virtual Annual Conference Content

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

in engineeringprograms, an example of this is mentioned by Rojas Mesa et al., when they presented theresults of a study conducted at the National University of Colombia, based in Bogota, andnoted that 72.35% of the students of the engineering faculty withdrew between the first andfourth semester of their career [7].MethodologyTo identify which characteristics of STEM experiences are developed in educationalinstitutions, a critical literature review [7] of experiences or research in the STEM area wasconducted. For this purpose, this review unified the search based on three major criteria forour search algorithm: (a) using keywords in English and Spanish such as STEM, education,and schools; (b) ranging the search period within the last seven

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

Ashish Agrawal, Rochester Institute of Technology (CET); Sarah Aileen Brownell, Rochester Institute of Technology (COE)

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Diversity

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

, environmental justice, extraction, pollution, sustainable communities),capitalism/consumerism, engineering for conquest (militarism, policing, colonialism,neocolonialism), human rights and equity of access, people's science, engineering identity andculture, alternate careers, and new ways do engineering (disability justice, queer theories,feminism and antiracism in engineering). Because the class included students of varying academic levels (1st to 5th year) and arange of personal experience with social justice issues, the readings for the first three weeks werechosen by the instructors to provide everyone with foundational background information forcontinued discussion. We began with Chapter 3, “Engineering and Social Justice” from DonnaRiley’s