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

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Diversity

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

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

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Diversity

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

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jerry Austin Yang, Stanford University; Anthony Lising Antonio; Sheri D. Sheppard, Stanford University

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Diversity

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

/sunday/the- asian-advantage.html[2] D. E. Naphan-Kingery, M. Miles, A. Brockman, R. McKane, P. Botchway, and E. McGee, “Investigation of an equity ethic in engineering and computing doctoral students,” Journal of Engineering Education, vol. 108, no. 3, pp. 337–354, 2019, doi: 10.1002/jee.20284.[3] National Science Board, “The State of US Science and Engineering 2022,” National Science Foundation, Alexandria, VA, 2022. Accessed: Dec. 02, 2022. [Online]. Available: https://ncses.nsf.gov/indicators[4] L. D. Patton and S. Bondi, “Nice white men or social justice allies?: using critical race theory to examine how white male faculty and administrators engage in ally work,” Race Ethnicity and Education, vol. 18, no. 4, pp. 488–514

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Desen Sevi Ozkan, Tufts University; Avneet Hira, Boston College

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Diversity

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Culture & Social Justice in Education, Equity

://magazine.scienceforthepeople.org/vol22-1/lessons- from-the-long-sixties-for-organizing-in-tech-today/.Arcia, A., Suero-Tejeda, N., Bales, M. E., Merrill, J. A., Yoon, S., Woollen, J., & Bakken, S. (2016). Sometimes more is more: iterative participatory design of infographics for engagement of community members with varying levels of health literacy. Journal of the American Medical Informatics Association, 23(1), 174-183.Atman, C. J., & Bursic, K. M. (1998). Verbal protocol analysis as a method to document engineering student design processes. Journal of Engineering Education, 87(2), 121–132.Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. (2007). Engineering design processes: A comparison of students and expert

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

, interest, and capability of faculty to teach a course.That said, even when a more diverse instructional team is assigned to teach a course, there arechallenges to be overcome which may prohibit instructors from trying new teaching methods orcourse structures.The first challenge to changing teaching methods and course structures is a two-pronged issue:there is an expectation and momentum towards keeping things the same as years past, as well asthe large amount of work to overturn the traditional teaching methods. In each of the examplesthat were given in this paper, the instructor(s) invested no small amount of effort in revising thecourse(s) to suit their designs. The time and energy required to do these revisions is not alwaysavailable to faculty

Conference Session

Transformative Learning in STEM: Accessibility, Social Impact, and Inclusivity in Higher Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ingrid Scheel, Oregon State University; Rachael E Cate, Oregon State University; Natasha Mallette, Oregon State University; Ean H Ng, Oregon State University; Stella Collier, Oregon State University; Christina Bianca Southwick, Oregon State University; Carly Hudson

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Diversity

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

strategies must be based in thecontext of these strategies, a one-size-fits-all approach would decontextualize the curriculum andwork against successful incorporation of social impacts into technical courses. Concurrentdevelopment of curriculum and accreditation assessment assignments will decrease overhead forcourse design and improve quality. This may be done during initial course design or at any stageof revision or improvement. Limitations to this work include a small sample size of facultyparticipants and continued program rollout.References[1] E. O. McGee, Black, Brown, bruised: How racialized Stem education stifles innovation.Harvard Education Press, 2020.[2] Y.-J. Chang, T.-Y. Wang, S.-F. Chen, and R.-H. Liao, “Student Engineers as Agents

Conference Session

Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington

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

they had and some points they wanted to focus on. They were mostly satisfiedwith ChatGPT’s generated outlines, though they both decided to finetune them on their own.ChatGPT as a Tool for Equitable Access Based on the aforementioned case studies, I believe that I successfully presentedevidence of ChatGPT being leveraged by students to gain more equitable access to courses. Allof these case studies contained evidence of instructors observing how students used ChatGPT toimprove their individual learning and course experiences. Although this is true mostly forinternational students, I also gathered evidence of domestic students using ChatGPT to gainstronger access to course materials and succeed in classes. I draw upon Lalueza et al.’s [42

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Austin Morgan Kainoa Peters, Purdue University

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Diversity

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

, [Online].[6] J. H. Osorio, Remembering Our Intimacies: Moʻolelo, Aloha ʻĀina, and Ea. University of Minnesota Press, 2021.[7] M. Bang, L. Curley, A. Kessel, A. Marin, E. S. Suzukovich III, and G. Strack, “Muskrat Theories, Tobacco in the Streets, and Living Chicago as Indigenous Land,” Environmental Education Research, vol. 20, no. 1, pp. 37–55, Jan. 2014.[8] M. Battiste, L. Bell, and L. M. Findlay, “Decolonizing education in Canadian universities: An interdisciplinary, international, indigenous research project,” Canadian journal of native education, vol. 26, no. 2, p. 82, 2002.[9] A. E. Castagno and B. M. J. Brayboy, “Culturally Responsive Schooling for Indigenous Youth: A Review of the Literature

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Heather Beem, Ashesi University; Charity Obaa Afi Ampomah, Ashesi University; Jeremiah Paul Konadu Takyi; Gordon Adomdza

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Diversity

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

timepoints: beginning of Batch 1’s firstsemester (September 2022), end of Batch 1’s first semester (December 2022), and start of Batch2’s first semester (January 2023). They will be referred to as pre-survey (2022), post-survey(2022), and pre-survey (2023) in this paper, respectively. Note that the data from Batch 1includes both Engineering and Non-Engineering students, as all students were required to takethe Principles of Design course, whereas data from Batch 2 only includes Engineering students,as their survey was administered as part of the Introduction to Engineering course. Based on anintention to not overburden the students, each construct was captured using a set of three to sixquestions, hence a total of nine to thirteen Likert scale

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Tech; Qin Zhu, Virginia Tech

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Diversity

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

).[3] U.S. Department of Education, Office of Planning, Evaluation and Policy Development andOffice of the Under Secretary, “Advancing Diversity and Inclusion In Higher Education,” 2016.[4] American Society for Engineering Education, “Profiles of Engineering and EngineeringTechnology,” American Society of Engineering Education, Washington, DC, 2021.[5] Q. Ketchum, “Indigenizing ASABE: Why We Should, and How We Can,” ResourceMagazine, vol. 28, no. 4, pp. 19–22, 2021.[6] G. S. May and D. E. Chubin, “A Retrospective on Undergraduate Engineering Success forUnderrepresented Minority Students,” Journal of Engineering Education, vol. 92, no. 1, pp.27–39, 2003, doi: 10.1002/j.2168-9830.2003.tb00735.x.[7] A. Rattan, K. Savani, M. Komarraju, M. M

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Cynthia J. Finelli, University of Michigan

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Diversity

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

to cater to diverse learning needs better. The findings of this study can informpolicies and practices aimed at fostering inclusive educational environments, supporting STEMstudents with ADHD, and enhancing educational outcomes.AcknowledgementsWe would like to acknowledge Cooperative Institutional Research Program (CIRP), the HigherEducation Research Institute (HERI), and the University of California, Los Angeles (UCLA). Inaddition, this research is supported by the U.S. National Science Foundation (2043430). Anyopinions, findings, and conclusions, or recommendations expressed in this material are those ofthe author(s) and do not necessarily reflect the views of the National Science Foundation.References[1] “NIMH » Attention-Deficit

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Monica Lynn Miles, University at Buffalo, The State University of New York; Corey T Schimpf, University at Buffalo, The State University of New York; Nicole Lowman, University at Buffalo, The State University of New York; Kate Haq, University at Buffalo, The State University of New York

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

with Mention(s) of Words with the Root "Just" in Bold The Clean Air Coalition builds power by developing grassroots leaders who organize their Clean Air communities to run and win environmental justice and public health campaigns in Western Coalition New York. GJEP explores and exposes the intertwined root causes of social injustice, ecological Global Justice destruction, and economic domination. GJEP envisions a world in which all societies are Ecology Project justly and equitably governed with full participation by an engaged and informed populace living in harmony with the natural world and one another. We specialize in

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia, Georgia Institute of Technology; Vijay Sreenivasan, Georgia Institute of Technology

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Diversity

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

of student experiences.References[1] S. R. Cavanagh, The spark of learning: Energizing the college classroom with the science of emotion. West Virginia University Press, 2016.[2] S. Brown, A. Collins, and P. Duguid, “Situated Cognition and the Culture of Learning”,” Educational Researcher, vol. 18, no. 1, pp. 32–42, 1989.[3] J. Choi and M. Hannafin, “Situated cognition and learning environments: roles, structures, and implications for design”,” Journal of Educational Technology Research and Development, vol. 43, no. 2, pp. 53–69, 1995.[4] R. Khotimah and M. Masduki, “Improving teaching quality and problem solving ability through contextual teaching and learning in differential equations: a lesson study approach

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

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

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ioulia Rytikova, George Mason University; Mihai Boicu, George Mason University

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Diversity

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

better overall participation in the course. Wehope to observe an impact on DFW rate and to reduce differential success.References [1] ASEE, SEFI Joint Statement on Diversity, Equity and Inclusion https://diversity.asee.org/wp-content/uploads/2020/05/ASEE-SEFI_DEIStatement.pdf . [2] National Academies of Sciences, Engineering, and Medicine. (2023). Advancing antiracism, diversity, equity, and inclusion in STEMM organizations: Beyond broadening participation. [3] Wilson, J., Towsend, T., Hargraves, R. H., Butler, S., & Allison, K. (2022). Anti- Racism, Equity, and Inclusion at Urban Institutions: An Introduction to the Special Topic Issue. Metropolitan Universities, 33(2), i-xiii. [4] Blonder, B., Bowles

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

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Diversity

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

/symptoms/23154-neurodivergent[2] F. Farrant, E. Owen, F. Hunkins-Beckford, and M. Jacksa, “Celebrating neurodiversity inHigher Education,” The Psychologist, May 09, 2022.https://www.bps.org.uk/psychologist/celebrating-neurodiversity-higher-education (accessed Feb.08, 2024).[3] E. L. Dolan, “Course-based undergraduate research experiences: Current knowledge andfuture directions.” Natl Res Counc Comm Pap, 1, 1-34. 2016.[‌ 4] E. Burns and S. Bell, “Voices of teachers with dyslexia in Finnish and English further and higher educational settings,” Teachers and Teaching, vol. 16, no. 5, pp. 529–543, Sep. 2010, doi: https://doi.org/10.1080/13540602.2010.507964.[5] K. Acton and D. Huijg, “Relaxed Pedagogy: Relaxing Teaching and Learning in

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kai Jun Chew, Embry-Riddle Aeronautical University

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Diversity

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

Conference.Bates, N., Chin, M., & Becker, T. (2022). Measuring sex, gender identity, and sexual orientation. In Measuring Sex, Gender Identity, and Sexual Orientation. National Academies Press. https://doi.org/10.17226/26424Butterfield, A. E., McCormick, A., & Farrell, S. (2018). Building LGBTQ-inclusive chemical engineering classrooms and departments. Chemical Engineering Education, 52(2), 107– 113. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=eric&AN=EJ11 74630&site=ehost-live%0Ahttp://journals.fcla.edu/cee/article/view/105856Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42–72. https://doi.org/10.1177

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Clausell Mathis II, Michigan State University

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Diversity

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

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

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Valle, University of Michigan, Ann Arbor; Corin L. Bowen, California State University, Los Angeles; Donna M. Riley, Purdue University, West Lafayette

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Diversity

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Culture & Social Justice in Education, Equity

methodology to tell thestory of the multitudinous factors in Chavonne Garza’s life that shaped her journey to and withinengineering. This methodology illuminated ways that many institutions, including academia,were designed and continue to operate without her well-being in mind.Researchers have investigated epistemological and ontological ways that marginalized peoplesengage with STEM. Wilson-Lopez et al.’s investigation of funds of knowledge in Latinxadolescent approaches to engineering demonstrated ways that “participants’ everyday skills andbodies of knowledge aligned with engineering practices” [16, p. 278]. Verdín, Smith, and Lucena[17] engaged the funds of knowledge framework to demonstrate ways that first-generationengineering college students

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

individual interview transcripts that occurred following the Qsortactivity, and individual interview transcripts (when applicable) that occurred as part of the annualresearch data collection for the NSF program. Participants from this study participate as S-STEMscholars in a collaborative National Science Foundation (NSF) grant serving students from twofour-year institutions in the same state. One institution (Institution A) is described on theCarnegie classification structure as a “Four-Year, Full-Time, Selective, Lower Transfer-In”institution. The institution is predominantly male (more than 70% male) and white, though itsinstitutional enrollment of Hispanics reach approximately 30%. The enrollment diversity of thecomputer science department is

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

Tagged Divisions

Culture & Social Justice in Education, Equity

undergraduateonline engineering courses, we conducted a scoping review with the following research question:In what ways has scholarship addressed potential interrelationships between sense of belonging;online undergraduate engineering education; and diversity, equity, and inclusion?Literature on Sense of BelongingMaslow [8] explained that after physiological and safety needs are met, the need for love and tobelong emerges. Belonging is necessary for all human beings to achieve their full potential. Theconstruct of belongingness was well established by the early 2000’s and has been applied inschool and college settings (see Strayhorn [7] for a comprehensive review). Strayhorn [7] definessense of belonging as “students’ perceived social support on campus, a

Conference Session

Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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

-generation Yes 17% 25% 33% No 83% 75% 67% First research experience Yes 83% 75% 89% No 17% 25% 11%S=Spring / F=FallThe third cohort can be partially considered for this study due to their recent involvement withROLE and not having all data collected yet from this student group.MethodsData collectionIRB was granted to conduct this research. This study used a mixed methods approach to captureHispanic engineering students’ learning process and benefits from participating in a

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Clay Walker, University of Michigan

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Diversity

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

approaches to GenAIliteracy should therefore explicitly address these power dynamics while making space for diverselanguages, identities, and ways of making meaning in engineering.ReferencesAdúriz-Bravo, A. , Chion, A.R. & Pujalte, J.P. (2013). “Scientific Literacy.” Encyclopedia of Science Education. DOI 10.1007/978-94-007-6165-0_262-1.Alexis, C. & E. Leake. “The Stylized Portrayal of the Writing Life in Spike Jonze’s Her” in Style and the Future of Composition Studies, Ed. by Paul Butler, Brian Ray, and Star Medzerian Vanguri. Utah State UP, 2020, 85-97.Ariyo Okaiyeto, S., J. Bai, & H. Xiao. (2023). Generative AI in education: To embrace it or not. International journal of agricultural and biological

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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Diversity

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

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

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madeleine Jennings, Arizona State University

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Diversity

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Culture & Social Justice in Education, Equity

myunderstanding of patterns within the queer experiences in STEM.ValidityUsing Walther et al.’s [31] framework for achieving validity in engineering educationqualitative research, I present multiple means with which validation was achieved throughoutthis project. By being a member of the GRSM community myself, this study possessessome aspect of communicative validity [32]. This presents me with the ability to filter myparticipants’ stories through my own experiences and knowledge about the community,positioning me as an individual with enough experience and community-specific knowledge toconduct research with this community. I also was forced to navigate challenges within the STEMinstitution as a direct result of my identities as queer and disabled, thus

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

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Diversity

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

. 100, no. 2, pp. 281–303, Apr. 2011.[5] A. L. Pawley, “Learning from small numbers: Studying ruling relations that gender and race the structure of U.S. engineering education,” Journal of Engineering Education, vol. 108, no. 1, pp. 13–31, 2019, doi: 10.1002/jee.20247.[6] G. Ladson-Billings and W. F. Tate, “Toward a Critical Race Theory of Education,” Teachers College Record, vol. 97, no. 1, pp. 47–68, Sep. 1995, doi: 10.1177/016146819509700104.[7] R. Delgado and J. Stefancic, Critical Race Theory: An Introduction, 2nd ed. New York: NYU Press, 2001.[8] R. Delgado, “Rodrigo’s Reconsideration: Intersectionality and the Future of Critical Race Theory,” Iowa Law Review, vol. 96, pp. 1247–1288, Jan. 2011.[9] P. H. Collins and S. Bilge

Conference Session

Changing How We Pursue Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marissa H. Forbes, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M. Lord, University of San Diego; Caroline Baillie, University of San Diego; Gordon D. Hoople, University of San Diego; Joel Alejandro Mejia, University of San Diego

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Culture & Social Justice in Education, Equity

. (2018). Educating changemakers: Crossdisciplinary collaboration between a school of engineering and a school of peace. 2018 IEEEFrontiers in Education Conference (FIE), 1–5.[3] Lord, S. M., Mejia, J. A., Hoople, G., Chen, D., Dalrymple, O., Reddy, E., Przestrzelski, B.,& Choi-Fitzpatrick, A. (2018). Creative Curricula for Changemaking Engineers. 2018 WorldEngineering Education Forum-Global Engineering Deans Council (WEEF-GEDC), 1–5.[4] Lord, Susan M., Olson, R., Roberts, C. A., Baillie, C., Dalrymple, O. O., & Perry, L. A.(2020, June 22). Developing Changemaking Engineers – Year Five. https://peer.asee.org/34427[5] Olson, R., Lord, S., Camacho, M., Huang, M., Perry, L., Przestrzelski, B., & Roberts, C.(2019). Developing Changemaking

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatima Glovena Fairfax, Duke University; Elyse McFalls, Duke University; Alex Rogers, Duke University; Jabari Kwesi, Duke University; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University; Crystal E. Peoples, Duke University; Helen Xiao, Duke University; Eduardo Bonilla-Silva

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Diversity

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

race and racial discrimination with computing department 0.932 faculty and/or staff who: - Do not have the same racial identity as me. I am comfortable discussing topics related to race and racial discrimination with computing department 0.689 faculty and/or staff who: - Have the same racial identity as me. Factor 7: Personal advantage(s)/pressure based on race (α = 0.437) I feel like people assume my performance in class reflects my racial group. 0.584 How much do you agree with the following statement: “My race advantages me in the field of 0.542 computing in terms of internships and job opportunities.” I feel like I must suppress aspects of myself to be successful in my computing department

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

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

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassandra Puletapuai, Colorado State University; Daniel Birmingham, Colorado State University

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Diversity

Tagged Divisions

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

, culturalconfinement, mistaken cultural portrayals [8]. As evidenced above, students of Color experiencea litany of challenges all of which contribute to the floundering presence in STEM. The results of these systemic issues in STEM learning environments have far-reachingnegative ramifications for both current and future experiences of students of Color. For example,in 2018, the National Center for Science and Engineering Statistics (NCSES) reported thoseunderrepresented in STEM comprised just 24% of science and engineering (S&E) of totalbachelor’s degrees, 22.1% of all master’s degrees, and 13.6% of overall S&E degrees. Incontrast, about two-thirds of the employed scientists and engineers identify racially as White [9].In 2019, NCSES noted out