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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faculty do not care about broadening participation, quite the contrary, in ourexperience, most engineering faculty do indeed care about student success. This paper reportsfindings from a group of engineering faculty, students, and staff who gathered in September2024 as part of a national society meeting discussing engineering education to brainstormapproaches for professional development following a process that was informed by the theory ofnudging. One key strategy from nudging is to reset the default. In business, for example, a nudgeto increase retirement plan participation is to make the plans opt-out instead of opt-in. Here, inthe context of engineering education, the group brainstormed strategies to nudge new facultytoward inclusive

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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. STEEP FrameworkThe STEEP framework is a multidisciplinary tool that guides students inanalyzing complex challenges by examining interconnected factors across diversedomains. Originally developed for strategic planning, the STEEP frameworkenables students to deconstruct issues such as the Atlanta water main crisis,exploring how social equity, technological innovations, economic feasibility,environmental sustainability, and political dynamics influence potential solutions[9].In the context of the EOP curriculum, the STEEP framework fosters systemsthinking by encouraging students to recognize the interdependencies betweentechnical and non-technical factors. It equips them with the skills to proposesolutions that are not only technically viable but

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Clausell Mathis II, Michigan State University

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this activity was thediscussion students engaged in afterward. Students shared their findings, contrasting them with their initialpreconceptions, allowing participants to present their discoveries and solidify their newly acquiredunderstanding through critical reflection and peer engagement.Jackson’s lesson plan fosters scientific literacy while considering students' local events by incorporatingcontextually relevant research. The goal is for students to connect energy concepts to their own lives andengage in discussions about how global issues affect their local environment. This is intended to empowerthem to make informed decisions about energy use and contribute to a more sustainable future.Through thematic analysis [23], we identified four

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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more to their plates. One participant from a large public institution shared, “I just try to listento where the needs are, and I don’t usually act without having someone ask for it first.”A common area the participants spoke of desiring to elevate was the training and support ofpostdoctoral scholar advisors. Priorities included formalized training on best practices inmentoring, creating actionable individualized development plans (IDPs), and implementingadvisor-advisee career planning. One participant from a large public institution noted he wouldlike to provide “a one-hour talk and overview of mentoring and then do breakouts and follow-upworkshops to have for faculty and postdocs…and if we were able to enforce it, that would begreat.” So not

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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tostructure planning and reflections. The learning scientist convened several weekly hybridmeetings with instructors, where they had the opportunity to discuss challenges and successeswith their projects and seek guidance from peers and the facilitators. The facilitators highlightedconnections between what they were doing in their classrooms and education research,reinforcing when their work aligned with research-based practices. Towards the end of thesemester, CoP members engaged in guided reflection and sharing of what they learned.MethodologyQuantCrit is a relatively recent approach to using quantitative analysis in service of critical aims[21]. This stance explicitly acknowledges subjectivity in quantitative methods [22] and directlyengages

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Richmond, The University of Arizona; Gregory L. Heileman, The University of Arizona; Kian G. Alavy, University of Arizona

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that target students throughout their academic journey and use culturally anchored curriculum to increase students’ knowledge and skills, improve students’ self-efficacy in pursuing higher education, increase sense of belonging on a university campus, and help students navigate campus systems.Prof. Gregory L. Heileman, The University of Arizona Gregory (Greg) L. Heileman currently serves as the Associate Vice Provost for Academic Administration and Professor of Electrical and Computer Engineering at the University of Arizona, where he is responsible for facilitating collaboration across campus tKian G. Alavy, University of Arizona Kian Alavy is Director of Strategic Planning and Initiatives for the Division of

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Danni Lopez-Rogina, Colorado School of Mines; Stacey Roland, Colorado School of Mines; Jessica Mary Smith, Colorado School of Mines; Heather Thiry

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curriculumobjectives and lesson plans can be requested from the primary author, Dr. Danni Lopez-Rogina.All training will seek to meet as many accessibility norms as possible, including captions, screenreader capability, printable scripts, and more. In addition, multiple formats of content will beused to better work with a variety of learning styles, such as lectures, podcasts, readings, andmore.Accessibility of Information SessionsIn order to better meet the needs of students with different learning requirements, time restraints,and physical and mental needs, training sessions are held in three different ways. These include1) scheduled small group (<20 participants) in-person with time for discussion, 2) scheduledsynchronous sessions through Microsoft

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

Rebecca Zarch, SageFox Consulting Group; Stacey Sexton

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

, influence how data is defined,gathered and utilized. We planned to collect these data at an equity-focused computer scienceand engineering education conference. After meeting with our 3C Fellows we decided to add twoquestions to the end of our protocol: 1.​ We also know that this work can be stressful, personally and politically and professionally. How do you navigate these challenges? 2.​ What do you do to care for yourself so you can show up everyday?We were surprised by the answers including how personal people were in their responses. Wewere even more surprised how many people said “I’ve never been asked this question before.”Our 3C training conditioned us to see self care as a radical act and resonated with us where weobserve burnout

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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engineeringprogram. While the results are not designed to be extrapolated to a broader scale due to thesubjective and context-dependent nature of SES, the survey can be applied in other institutionalsettings to develop additional localized understandings of the SES-related challenges faced bystudents.Future WorksThe analysis plan for this study will focus on examining the relationships betweensocioeconomic status (SES) and the experiences of undergraduate engineering students. Theanalysis of this survey will begin with descriptive statistical methods, such as calculating meansand standard deviations, to summarize the data and provide an overview of trends across thesample. Bivariate analyses, including t-tests and Analysis of Variance (ANOVA), will then

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

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students to reflect ontheir teamwork skills and those of their teammates. Teams struggling with interpersonal ororganizational problems are contacted to provide suggestions to improve team functioning.Examples of these intervention emails are provided in Appendix B. These suggestions mayinclude links to useful websites or videos, templates for planning, or related articles from theliterature. In the case of one underperforming group member, that individual may be contactedseparately from the rest of the group to discuss what prevents them from contributing fully. Thisallows the instructor to attempt to head off group problems early in the term, rather than lettingthings fester until a crisis develops later in the term. Peer assessments were used

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

Kelsey McLendon, University of Michigan; Katie Snyder, University of Michigan

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observations, we are currently planning to conduct a formal studyof student-led case studies to better develop our methods and formally assess outcomes of thisapproach. During the 2025-2026 school year, the objective would be to bring this assignmentsection into 4-6 sections of ENGR 100, with the hope that we might recruit 1-2 colleagues to testthe approach in their own sections. Assignments could be modified to better fit the project ordiscipline-specific content of each section, with keeping the core task of asking students toresearch and develop case studies of their own. Following the Winter 2026 section, we wouldconduct student surveys, instructor reflections, and perhaps several small focus groups wherestudents could share their experience with

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue Engineering Education

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economic, political, and cultural conditions as capitalism oftenoffers the tools to allow settler colonialism to permeate through a complex and intertwinedrelationship. I hope that my analysis moves towards the direction to meet the calls of Pawley [3]to exemplify naming and confronting systems of power, as well as Holly Jr. and Masta [21] tomake whiteness visible through contending with settler colonialism and capitalism.Kakaʻako as a Microcosm of the Settler Colonial Logic of PossessionKaka’ako is currently an urbanized district on the island of Oʻahu where construction projectsare planned for the next 20 years. Right after the new year, I took a quick trip with my friends toOʻahu as a goodbye before all of us moved away from Maui. We visited

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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virtual environments. Students were introduced to TinkerCadand its essential tools, including navigating the workspace, drawing shapes, and adjusting objects. Forpractice, they designed personalized name tags. Students modeled a sustainable farm featuring elementssuch as solar panels, rainwater systems, and crop fields. They then progressed to designing sustainablecities, incorporating green buildings, public transit, renewable energy, and waste management systems.Working in teams, students prioritized key components such as renewable energy sources, public transit,and green spaces based on sustainability criteria. They reflected on their decisions and discussedtrade-offs involved in urban planning. These activities developed a deeper

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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]. Available: https://www.theguardian.com/higher-education-network/2018/may/18/academia-exploitation-univer sity-mental-health-professors-plagiarism[4]​ E. J. Grant-Vallone and E. A. Ensher, “Effects of peer mentoring on types of mentor support, program satisfaction and graduate student stress.,” J. Coll. Stud. Dev., vol. 41, no. 6, pp. 637–642, 2000.[5]​ A. Khan, “Improving STEM Graduate Students’ Mental Health and Wellbeing. The Organizational Improvement Plan at Western University, 192,” 2021. [Online]. Available: https://ir.lib.uwo.ca/oip/192[6]​ D. C. Beardmore, “Exploring the Experiences of Dis/abled STEM Graduate Students,” Dissertation, University of Colorado Boulder, Boulder, CO, 2023.[7]​ MasterClass, “What Is

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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technical courses, Gordon was asked to join the teaching team for arelatively new mandatory design course, outside of his disciplinary expertise, that had spurnedboth students and faculty due to its emphasis on diversity, equity, and inclusion (DEI) topics.During an instructor meeting planning for the course, it came to his attention that the heavilyproject-based course did not have a course fee. Having previously taught courses with substantialstudent fees and resources, he found himself confused as to how he would be able to achieve thecourse learning objectives without the funding to buy prototyping supplies for the students. Afterthat meeting, he placed a quick call to Scott (pseudonym), an influential white, male, facultymember who held 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

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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inclusive visitor experience. Climate Resiliency: Collaborating with a city sustainability office to develop a plan for a climate resilience center that can offer services related to extreme heat and severe storms. Art and Language Models: Working with Fine Arts faculty and local artists to develop AI language models that help gallery visitors engage with art. Autonomous Vehicles: Contributing to a federally funded research project that will bring an autonomous vehicle transportation system to a rural community.EJF ParticipantsIn the beginning of the Fall 2024 semester, we recruited a first cohort of 12 undergraduate studentsto participate as EJF Fellows. The fellows were selected on the basis of an online application anda follow-up interview

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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alignment of institutional mission and valueswith the work of those who implement strategic plans. Studies of undergraduate STEMeducation change efforts have found that they may fail, in part, due to the lack of alignmentbetween those leading the change and those responsible for implementing the change [22]. Bycontrast, our study indicates that when student-centered values are infused across the institution,institutional agents who directly interact with students find it easier to enact change that seeks totransform and humanize educational systems. Empowerment institutional agents were crucial in brokering access to resources andopportunities for students at HSIs. Staff, who were often women of color, disrupted academichierarchies and

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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responses to four interview questions regarding theirunderstanding of engineering and their engineering identities.1. What are some words and phrases to describe engineering or what engineers do?Students used different phrases to answer this question. A few themes emerged in theirresponses, which can be summarized as follows: • altruism was described as “helping others”, “engineering ethics”, “safety [of people and structures]”, “respect for the environment,” “[having] good morals,” “philanthropists” • adaptability was described as “constructive criticism”, “flexibility [in a team environment]” • planning and analytical thinking, described as “thinking before doing”, “[engineers are] analytical and

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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vulnerability and adaptive planning for future climate scenarios. Tolulope is passionate about engineering education and research, with a strong appreciation for field experiences that bridge theory and practical application.Ayobami Christianah Dunmoye, Morgan State University Ayobami Dunmoye is a Civil Engineering graduate student at Morgan State University, focusing on Construction Management. Her research examines how peer and faculty interactions influence the sense of belonging among international students and motivation and challenges of female engineering students at HBCUs, with an emphasis on inclusion, adaptation, and academic resilience.Michael Oluwafemi Ige, Morgan State University Michael Ige is a Graduate

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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Institutions (HSIs) Fact Sheet: 2020-21. Washington, D.C.: Excelencia in Education.Flowers III, A. M., & Banda, R. M. (2015). The Masculinity Paradox: Conceptualizing the Experiences of Men of Color in STEM. Culture, Society & Masculinities, 7(1).Flynn, D. T. (2016). STEM field persistence: The impact of engagement on postsecondary STEM persistence for underrepresented minority students. Journal of Educational Issues, 2(1), 185-214. http://dx.doi.org/10.5296/jei.v2i1.9245Foltz, L. G., Gannon, S., & Kirschmann, S. L. (2014). Factors That Contribute to the Persistence of Minority Students in STEM Fields. Planning for Higher Education Journal, 42(4), 1–13.Frederick, A., Daniels, H. A., Grineski, S. E., &

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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facilitate theunderstanding of abstract concepts of computational thinking; the world of programmingputs concepts into practice and promotes thinking, creative processing, and understanding ofabstract concepts. For Arabit & Prendes, robotics allows the development of skills throughgames and playing, enabling students' capacities for exploration and manipulation and theconstruction of meanings from their own experience [17]. It is not just a matter ofincorporating ICT in the classroom but of integrating it with pedagogical intentionalitythrough a planned instructional action. For Hurtado and Soto, activities involving roboticsfrom an early age allow children to appropriate the knowledge of these areas and, in thefuture, facilitate their

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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treatment. However, I overcame my fear and started my treatment plan at the end of the first month.She worries that international students’ quest for acceptance can lead to non-disclosure of theirchronic health challenges, which might come at a huge, life-threatening cost.Another point related to physical wellness came up when an author shares her struggle witheating and staying healthy in the new U.S. culture: Personally, I am not adventurous, and I am always skeptical about trying new things. So coming to a different culture, I have struggled with adapting to the new cuisine, which has contributed to developing unhealthy eating habits.This quote illustrates how trying to eat

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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, Kenya discovered the “monumental” possibility of finding peersto support her journey. Her encounter with NSBE also proved to be a type of “classroom” thattaught her to meet struggle head-on and develop an action plan to “figure out how to get throughit.”Grounding in Movement and Lineages of OrganizingIn this pillar, participants highlighted that PAR caused them to lean into organizations wherethey felt supported, and it inspired more inclusive approaches to engaging with communities ofcolor. First, most frequently, and perhaps because of how PAR caused participants to reflect onnormalized violence in engineering, they discussed seeking out and running to communitieswhere they felt supported. For example, Shabazz mentioned his fraternity 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

Nadia N. Kellam, Arizona State University

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GATHERings and in the conferencesession underscored the value of combining speculative design with technology to envisionequitable futures. Moving forward, we plan to refine our approach by integrating morehuman-centered facilitation alongside AI tools, ensuring accessibility and addressing hesitancies.This experience taught us that technology should complement rather than replace humancreativity and connection. By centering equity and inclusivity in tool design and implementation,we can expand the reach and impact of activities like this. Above all, the GATHER Storycrafterreminded us that even in the face of systemic barriers, collaborative storytelling can inspireradical hope and catalyze meaningful change.LimitationsWhile this paper highlights

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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Paper ID #47770WIP: Examining the Experiences of Neurodivergent Learners in STEM Fieldsin Their Transition to and Engagement with Online LearningMr. Alec Jon Bauer, Clemson University I am currently a senior at Clemson University, majoring in Biology and pursuing a pre-medical track with plans to apply to medical school. I have personally experienced the challenges associated with transitioning to online learning. This research is particularly meaningful to me, as I understand the significant impact such transitions can have on neurodivergent learners. However, I am committed to leading this study objectively, ensuring

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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acquiring learningaccommodations or support from the Services for Students with Disabilities (SSD) Office. Thiscategory includes both positive and negative experiences, as well as any comments on barriers -such as lack of a formal diagnosis for cultural, regional, or financial reasons that preventedstudents from maximizing benefit from their services. Participants noted not having had anaccommodation plan in high school and lack of knowledge about SSD’s services as major causesof feeling unsupported. As subject #1 noted: The accommodations process for this school is nearly impossible. It is incredibly confusing, incredibly time consuming. It is a lot - it's a lot for anyone. And I think that just in the university as the whole and

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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plan to expand the analysis with how caste blindness manifests acrosscaste-oppressed individuals who must navigate these dominant frameworks. We also aim torefine our analytical approach, exploring how to study caste-blindness not only through directstatements but also through silences, omissions, and implicit assumptions that shape how caste isdiscussed or avoided. 7. ConclusionIn this study, we used critical discourse analysis to explore how caste blindness operates in U.S.engineering and computing education. Our findings show that denying or ignoring caste andpromoting a supposedly neutral meritocracy might inadvertently uphold existing systems ofprivilege. By extending Bonilla-Silva’s color-blindness framework to include caste, we