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Board 115: Examining Engineering Students’ Gender and Racial Effects in College Course Team Peer Assessment: A Quantitative Intersectional Approach

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Paper ID #43142Board 115: Examining Engineering Students’ Gender and Racial Effects inCollege Course Team Peer Assessment: A Quantitative Intersectional ApproachMiss Xiaping Li, University of Michigan Xiaping Li is a Ph.D. candidate in Engineering Education Research at the University of Michigan. Her research interests include faculty development and change, neurodiverse college student learning experiences and outcomes, international students in engineering, and cognitive sciences. She holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.Dr. Robin Fowler, University of Michigan

Relevance Score: 1.1580313

Storytelling in Engineering as a Justice-centered Methodology

Conference Session: Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Robyn Mae Paul, University of Calgary
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

thesis significantly transformed from these reciprocities. Writinggroups such as these have been shown to create a “community of discursive social practice” thatsupports peer learning and peer review (Maher et al., 2008, p. 263). Through this process ofcollective learning via dialogue and relationships, I explored and built on greater complexitiesand theories in my final thesis than I would have been able to achieve as an individual. But itwent beyond the theories, I also gained confidence in being able to do this paradigm shiftingwork with others—in knowing that, regardless of the pushback and the number of uphill battles Ihad to fight, that I wasn’t alone in this work.And an amazing thing happened: I began to learn through writing. I never

Relevance Score: 0.038081422

Accommodations for Disabled Students in STEM Fields: Research Considerations and a Literature Review

Conference Session: Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

questions to see what kinds of disabilities you want to include in your research. What populations of students do you want to investigate? What circumstances? 3. Disabled people are often asked to do work for less compensation than their able-bodied peers (e.g. there is a lower minimum wage for workers with disabilities [61]). Compensate your participants. If you don’t have funding to pay participants, what other ways can you engage in reciprocity with them? Can you help them change some institutional structures? Can you write them letters of recommendation? There are many ways to show participants you value their time and energy. 4. Many disabled students have negative experiences talking to faculty about

Relevance Score: 0.02518749

Creating Inclusive Classrooms: Work Developed during the ASEE Year of Impact on Racial Equity (YIRE)

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

improve the field’s diversity, adaptability, and competitiveness, the Year of Impact on Racial Equity is focused on creating organizational change to address the culture, policies, and racial and ethnic representation within engineering student organizations, colleges of engineering, and pre-college outreach efforts. These 12 months will move us beyond action to focus on the impact of the actions we take. We expect that actions in these domains will result in three concrete forms of impact: (1) empowered engineering student organizations, which will make engineering education more inclusive at the level of peer-to-peer interactions; (2) actionable organizational policies and effective practices

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On Faculty Responsibility for Increasing Students’ Sense of Support in the Classroom: Lessons from I-MATTER about Black and Brown Students

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

students.BackgroundIt is well established that teaching undergraduate students, particularly engineering students, howto work in teams is important [7], [8], difficult [9], and worth doing because students canimprove [10]. Teamwork assessment tools like CATME (a web-based peer evaluation tool foundat catme.org) can help instructors identify teaming problems amongst students [11], [12].Challenges remain, however, for instructors of large courses who want to address such problemsin getting enough of the right kind of information to effectively intervene to help studentsimprove their teamwork skills, and then knowing how best to coach teams exhibiting evidence ofdysfunction.Researchers have established the outsized burden that minoritized teammates carry

Relevance Score: 0.022983538

An NSF-Funded Professional Development Series for Advancing Inclusion at a Hispanic-Serving Institution

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

exclusionary learning environments and curricula, lack of facultymentorship and role models, and lack of a supportive peer group (see [4]-[6] research findings onthese topics). For these reasons, there is a steep decline in the number of Black and Hispanicstudents graduating with a STEM degree from Baccalaureate institutions [7]. Classroom culture is shown to have a significant impact on the success of Black andHispanic students in higher education and in STEM in particular. Specifically, when Black andHispanic students feel like they have learning and supportive spaces to develop their STEMidentities, they are more likely than their peers who do not have access to such spaces toacademic persist in the STEM field [8]. However, Black and

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Board 117: How Could a New Educational Design Broaden Inclusion of Higher Engineering Education in a Stratified System? Investigating the OIPI Initiative

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

,these processes are determined by external processes, i.e. environmental and behavioralinfluences, such as the learning climate (the environmental factors), and encouragementfrom a teacher or peer and positive outcomes from previous learning (the socialconversion factors); and third these three processes are reciprocal. Reciprocality does notequal symmetrical or bidirectional influences. Rather, it stresses: (1) one can use personalprocesses to ‘strategically regulate behavior and the immediate learning environment’,where the feedback can in turn influence the person’s covert process[14]; (2) theinfluences of externally social experiences and environments are important to internallypersonal processes[15]; and (3) ‘Behavior is, therefore, a

Relevance Score: 0.020779978

WIP: Understanding the Experiences of Neurodivergent Learners in Engineering and Computing Majors

Conference Session: Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

about us without us. Havingneurodivergent and neurotypical researchers collaborating on work focusing on neurodivergencehas been an exciting and effective way to explore our biases and subjectivities.Literature ReviewThere is a shortage of thorough research on the implications of neurodiversity in highereducation; however, research is fertile on the experiences of neurodivergent students in primaryand secondary school. Neurodivergent learners are often framed in unfavorable comparison totheir neurotypical peers, e.g., they struggle to focus in class, keep their possessions organized,follow instructions, and develop proficient writing skills related to their neurotypical peers [4].Of course, not all people who identify as neurodivergent learners

Relevance Score: 0.017833441

Work-in-Progress: Updated Progress Towards Understanding Perspectives among Neurodiverse Undergraduate Researchers in STEM

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

disagreed nor agreed or strongly disagreed that theyhad a positive relationship with their research professor/mentor. Both ND and NT participantsresponded similarly to having laboratory peers who collaborate and support each other(Figure 3B). It is well documented that academia has an ableist problem; however, our dataindicate that ND students feel supported by their peers [4]. This is a very positive finding wheremost studies highlight the negative experiences of ND students [22].Figure 2: Research Demographics related to all participants (96 participants) separating outthe type of research conducted and whether the research was volunteer, credit-bearing, or paid.Neurodivergent participants had a larger percentage indicated strongly agree or agree

Relevance Score: 0.017810244

A Liberatory Co-Curricular Program for Engineering Students: Investigating Impacts and Limitations Through Alumni Perspectives

Conference Session: Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

enactment of liberatory pedagogy is discussed through the perspectives of JEDIalumni.2. Literature ReviewThis section includes a review of literature focused efforts that seek to improve the experiencesof marginalized undergraduate engineering students or support them in creating change in theirlocal university or community context.2.1. Student Support ProgramsPrevious scholarship indicates that interventions offered by diversity engineering programs(DEPs) and minority engineering programs (MEPs) can improve marginalized students’undergraduate experience [1]. In particular, both faculty and peer mentorship programs forhistorically oppressed students have been identified as powerful support mechanisms inundergraduate engineering education [2

Relevance Score: 0.016609458

Intersectionality Between Race and Gender in LSAMP-NSF STEM Program Mentorship

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

and minority protégés participating in the LouisStokes Alliance for Minority Participation (LSAMP) program in Science, Technology,Engineering, and Mathematics (STEM) across four different universities within a statewideuniversity system, in the United States of America, to learn the following regarding mentoringrelationships for minority STEM students: (1) how students respond to ideas and projects, (2)how students conquer challenges and respond to setbacks, (3) how students set and pursue theiracademic goals, (4) how students describe their undergraduate research mentoring relationshipwith peers and professors, (5) how students maintain their focus in a professional developmentprogram such as LSAMP, (6) how students characterize and describe

Relevance Score: 0.016601603

Leveling the Playing Field: Enacting Equitable Pedagogy to Teach Rigid Body Dynamics

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

? Concepts Question 2: What do you think about the examples Effectiveness of Peer Collaboration and solved in class collectively as group? Engagement Question 3: What is your opinion on the instructor Increased Understanding and Confidence using visual supplements when solving problems? Question 4: What do you think about the rigor of Embracing the Challenge and Valuing this course compared to others? Rigor Question 5: What did this class teach you about Increased Knowledge of Dynamic Nature Engineering? of EngineeringCollectively, the themes that emerged in the study provide insight into students’ experiences withthe approaches and technique implemented by the

Relevance Score: 0.01658802

Racialized Trauma for Black, Latin, and Indigenous Engineering Students: A Systematic Literature Review.

Conference Session: Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

Students; Engineering1 IntroductionStudents undergo various experiences during their college years that influence and shape theiridentities. Negative interactions within those experiences can affect the mental functioning andwellbeing of the students. These negative experiences result in high levels of distress that maynot be clearly visible to peers or faculty but can have significant impacts within their collegiatechoices. Available research indicates that approximately 50% of students display alarming levelsof stress, anxiety, and depression [1], [2]. This statistic is an indicator of a mental health crisisthat could be ravaging higher education institutions. Recent engineering education research(EER

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Exploring Undergraduate Engineering Students' Understanding of Power Dynamics

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

major for her. In engineering, where the cultural perspective is that a stereotypical student is white and male, students often have the unconscious bias that gives white, male students the benefit of the doubt, assuming they are smart and experienced. Socially, Black and brown women are stereotyped as angry or loud. Jamie’s awareness of this stereotype makes her think twice about speaking up. Additionally, disciplinary power also makes her reconsider speaking up— engineering courses are built on teamwork. If she were to speak up and was not supported by her peers because they did not notice anything happening, and her professor mentioned that she should just learn to deal with team dynamics, she

Relevance Score: 0.015876241

Designing, Codifying, and Implementing Social Justice Content in a Required Course on Engineering and Research Skills for First-Year Graduate Students

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

relevant to the coursetopic but focus discussion on societal impact.Nevertheless, implementing social justice into courses and curriculum cannot be done in avacuum. The classroom climate can dictate whether these changes will be successful or not.There are some strategies that can help in cultivating the environment necessary for productiveengagement with social justice concepts. Inclusive teaching practices can set the tone forconversations about ARDEI in the classroom. Incorporating strategies such as Universal Designfor Learning (UDL), diverse perspectives and course materials, and peer learning activities helpmake the classroom climate accessible to all learners [24]. In addition, having instructorsreflecting on their own identities and biases

Relevance Score: 0.015762685

Work in Progress: Experiences of Uncertainty in Sociotechnical Small-Group Undergraduate Discussions

Conference Session: Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Fatima Rahman, Tufts Center for Engineering Education and Outreach; Kristen B Wendell, Tufts University; Chelsea Joy Andrews, Tufts University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

present study, we explore the self-reportedsubjective experiences of four of the students (Table 1, one student declined to be interviewed),including how each saw their own contributions in the group discussion and the uncertainties thatthey wrestled with. Data sources include video of the in-class discussion and stimulated recallinterviews in which the students were shown clips of the video and asked questions like whatstood out to them about their group’s work on the task, to what extent they agreed with theirteammates’ ideas, and how comfortable and engaged they felt.Data analysis procedures included interaction analysis (Jordan & Henderson, 1995) of therecorded discussion, with memo writing and discussion of the tentative findings in

Relevance Score: 0.015639335

Choosing Self-Care and Preservation: Examining Black Women STEM Faculty’s Decision to Pursue Entrepreneurship and Entrepreneurship Education Programming

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

spacesParticipants discussed experiencing exclusionary and harmful encounters and practices in STEMhigher education and entrepreneurial spaces. Dr. Wu noted, “As a woman, as a minority, there'salways so many different challenges that's there. It's always there, it’s always there.” One ofthese challenges was not having access to supportive interpersonal relationships in theiruniversities and academic departments. Dr. J remarked, “I came to [university] recognizing that no one's going to help you, Dr. J, so you'd better write the papers, and you'd better write the proposal. That's exactly what I did, I wrote the papers. I wrote the proposals. I was the PI. I was the first author on most of my papers. People were not saying, "Oh Dr. J

Relevance Score: 0.013992452

Board 114: Amplifying Resilience and Becoming Critical Advocates: Three Black Engineering Students' Experiences in a Multi-Institutional Summer Camp Collaboration

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

underrepresentation of Black males is a persistentissue plaguing not only undergraduate programs but also the engineering profession as a whole,including those in faculty positions [10] [12].Many studies investigated the factors positively correlated with their academic persistence andsuccess to find a solution to the phenomenon of Black males’ underrepresentation in engineeringmentioned above. Research indicates that establishing an inclusive culture in the programenvironment that allows for adequate academic and social support networking is crucial to theirsuccess [11] [12] [13] [14]. Not surprisingly, various forms of mentoring, such as facultymentoring and peer mentoring, are found to generate a positive “vibe,” facilitating their sense ofbelonging and

Relevance Score: 0.01382335

Using Academic Controversy in a Computer Science Undergraduate Leadership Course: An Effective Approach to Examine Ethical Issues in Computer Science

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

) 5. Synthesize and Integrate the Best Evidence into a Joint Position: The four members of the group drop all advocacy to synthesize and integrate what they learned. Each group creates a synthesis of what is now known; our experience is that they do not have difficulty with this, possibly because of the dual perspectives they have taken. They summarize a joint position to which both sides agreed. Subsequently, they (a) prepare a cooperative report with each member of the group selecting a topic supporting the synthesis and writing a paragraph supported by the research; (b) combine their paragraphs into a single paper and refine the flow of the paper; (c) present their conclusions to the class

Relevance Score: 0.013684418

Counterspaces: Underrepresented Students Find Community and Supportive Learning Spaces During a Global Pandemic

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 12
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Janet Y. Tsai, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

universities.RedShirt programs are one example of this type of asset-based student support program aimed atbroadening participation in engineering for students from minoritized racial or ethnic backgrounds orfrom under-resourced high schools and geographic regions (Myers et al., 2018). RedShirt programsprovide an alternative admissions pathway for students who do not meet traditional admissions criteriafor highly selective engineering colleges, but still have the desire and potential to be an engineer.RedShirt programs focus on building strong peer networks and communities to support academicsuccess, communities that are initiated through required summer bridge experiences and reinforcedthrough “high-touch” advising, study sessions, and targeted coursework

Relevance Score: 0.01337508

Latinx Undergraduate Students: Finding a Place of Belonging in Engineering

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
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

. The ROLE program at the HSI supports engineeringsophomore, junior, and senior-level students in developing research skills needed in technicalfields; interpersonal skills needed to be successful employees; and academic and professionalskills that are transferable in their decisions to enter graduate studies or the professional world.ROLE students learn technical skills through hands-on activities in a laboratory setting; receivenear-peer and faculty mentorship from individuals with similar cultural and linguisticbackgrounds; attend culturally relevant workshops that support academic, interpersonal, andprofessional growth; and participate in outreach events within the local community and K-12school environments. This study will work

Relevance Score: 0.013320495

Promoting Belonging and Breaking Down Gatekeeping in Youth-Centered Engineering Spaces

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kiana Alexa Ramos; Julia Gardow; Emanuel Joseph Louime; Eunice Yujin Kang; Avneet Hira, Boston College
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

youth.Our project’s focus on strengthening belonging through the use of youth participatory actionresearch (YPAR) in technology-rich spaces to develop deliverables iteratively, cater to theserecommendations. As shown technology and makerspaces provide opportunities to create physical artifactsthat build personal connections with engineering and technology [10], [11], [12], [13]. Howeverthere have been unequitable uses of said spaces and resources for youth from underservedcommunities that place youth at a disadvantage compared to their more privileged peers [1],[14], [15], [16]. Therefore the use of YPAR in technology rich spaces, youth may use researchmethods to make sense of and address social problems impacting their communities [17

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Work-In-Progress: Intersectionality, (Re)Defined: A Scoping Review of Intersectionality in the Journal of Engineering Education

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jerry Austin Yang, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

) feminism of their day, the Combahee River Collectivehighlighted intersectional politics and activism within a framework of solidarity. Through the1980s, writers such as Audre Lorde and Patricia Hill Collins highlighted the multitude of waysthat intersecting identities gave rise to unique, interlocking, and intersectional forms ofoppression [14], [15]. These writings brought intersectionality to the center of activist thought,challenging the previously single-issue politics of groups such as the civil rights movement, thegay/lesbian liberation movement, and second-wave feminism. Since its roots in activist politics and articulation by Crenshaw, intersectionality has madeits way into a wide array of disciplines. Packaged as a tenet in

Relevance Score: 0.013312357

Diminishing the Data Divide: Interrogating the State of Disability Data Collection and Reporting

Conference Session: Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sage Maul, Purdue University; Rachel Figard, Arizona State University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

someone’s personhood before mentioning their disability (e.g., “person withdisabilities”). Identity-first language mentions the disability before the person (e.g., “disabledperson”) [17]. All authors identify as disabled and use both identity-first and person-first languagein their writing. However, it is also important to note that we both prefer identity-first language forourselves. We believe that using identity-first language is important to bring visibility to thedisability as an identity, build community, and seek needed resources. We ask that non-disabledpeople mirror and respect the identity labeling preferences of the disabled person or group thatthey are interacting with and/or communicating about. In this paper, we use person- and

Relevance Score: 0.011729501

Where Are We, and Where to Next? ‘Neurodiversity’ in Engineering Education Research

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 10
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Theo Sorg, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

extended to similarly innate forms of neurodivergence, thusly: bysituating similarly these forms of neurodivergence as something one can ‘have,’ person-firstlanguage perpetuates the idea that neurodivergence can always be separated from the self – andtherefore removed or ‘cured.’Steps towards the neurodiversity paradigmThe earliest instance of neurodiv* term use I found in the EER literature was in an articlepublished in 2015, three years after Walker first introduced the neurodiversity paradigm inpublished writing [2] and one year after she first posted “Neurodiversity: Some Basic Terms &Definitions” online [6]. Though all analyzed articles were published after these important works,none directly referenced Walker, and none were entirely

Relevance Score: 0.011410591

How Do Students Take up Notions of Environmental Racism in an Engineering Computational Methods Course?

Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Desen Sevi Ozkan, Tufts University; Cynthia Hampton, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

engage the students in theideas of the articles, we provided students with three reading questions that they would respondto before coming to class. The questions are listed below: 1. What do you want to know more about regarding air pollution exposure across race and poverty level? What questions do you have? 2. How might past policies and events help you make more sense of the paper's findings? 3. As the study’s authors write: “A focus on poverty to the exclusion of race may be insufficient to meet the needs of all burdened populations.” The researchers found that even after accounting for poverty, they saw differential impacts based on race. Why do you think it is important to separate out race and poverty level and

Relevance Score: 0.01129596

Examining STEMM Mentorship within Student Organizations in Higher Education through a Critical Lens

Conference Session: Institutional inclusion: Advancing equity and belongingness in engineering education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Kassandra Fernandez, University of Florida; Krista Dulany Chisholm, University of Florida; Nancy Ruzycki, University of Florida
Tagged Topics: Diversity
Tagged Divisions: Culture & Social Justice in Education Division (EQUITY), Equity

are compared against the whole datasetto ensure that each theme works as it should.Phase 5. Refining, Defining, and Naming Themes: In Phase 5, themes are tested to ensure thatthey center meaning-making [12]. Themes must be sufficiently rich and informative to fullycapture the concepts they represent. Writing an abstract or definition for each theme can assist intheir elimination or retention [12]. After testing, themes are named using short phrases that evoketheir “meaning and analytic direction” [12].4. Results and Discussion4.1 Scoping ReviewAfter searching the two databases, 733 articles were found on Scopus and 397 articles were foundon Web of Science, for a total of 1,130 articles. After duplicate removal, 1,078 articles remained.The