Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

held by women but the number of departmentheads and other decision-makers is not effectively reported. The same goes for private firms thatmay list a woman in a leadership role, however, what their real levels of responsibility anddecision-making abilities are, remains unknown.Motivation, Resiliency, and Persistence in STEM To combat the barriers women and minorities face when pursuing academic and careerpathways in technology and engineering, universities, professional organizations, and privatecompanies are taking action to increase gender equity, diversity, and inclusionary practices.Agencies and organizations have taken it upon themselves to study and report the inequities inacademics and careers that reflect the negligence with

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

Tribe. My neighbors were lovely, and we even had a biggarden to grow our own produce. I consider Kenya my second home now.In Chimamanda Adichie’s TED talk [1], she discusses the dangers of a single, and one-dimensional, story. This concept helped me reflect on the ways my travels opened more complexstories about the places I traveled to. There were simple stories that influenced my ideas of theUnited States and Kenya before I traveled and experienced them personally. Now those storieshave been replaced by more holistic and complex stories through lived experience.When I started a Ph.D. in engineering and computing education in 2021, and started reading theliterature, I saw different stories being told about women in computing. Some scholars

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

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Diversity

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

mentorship indicators. Fromthere, the researcher sought out additional literature. After having read and reflected on theinformation, the researcher constructed a draft conceptual framework for the purposes ofcategorizing and conceptualizing the types of mentorship, including traditional, effective, andcritical mentorship, as well as identifying the relevant mentorship indicators associated with thesementorship types.3.2 Scoping ReviewFor this study, a scoping review protocol based on Arksey and O’Malley’s framework [4] wasutilized as described previously [5]. Scoping reviews are useful when probing the literature as theyemulate the rigor of systematic reviews while keeping laser-focused on answering the researchquestions [4], [5]. Scoping reviews

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

engineering education research and practice, theories reflecting the experiences ofmultiply marginalized students remain elusive in engineering education. Oftentimes, multiplymarginalized students’ experiences are explored through identifying particular marginalizedidentities within study participants and applying theories of engineering education to theirexperiences. Other approaches situating certain standpoint theories emerge from single-identitytraditions that identify specific identities and deepen understandings of only those facets ofidentities relevant to those theories. While these approaches are often immensely helpful indeveloping new knowledge about the experiences of marginalized students, they often do notaccurately reflect the unique

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raheleh Miralami, Mississippi State University; Saeed Rokooei, Mississippi State University; Tonya W. Stone, Mississippi State University; George D Ford, P.E., Mississippi State University

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Diversity

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

including communication, teambuilding techniques, and team identity. Burchfield et al.[12] evaluated teamwork in undergraduate engineering courses where they offered interpersonaland intercultural communication-based teamwork training. By embedding interculturalcommunication notions into their course activities, they minimized the number of dysfunctionalteams compared to prior experiences and gained positive feedback from students. They alsoconducted a qualitative analysis of students’ self-reflections which revealed an emphasis on theimportance of diversity in engineering and teamwork.Huang et al. [13] explored how teamwork can be improved by using a team process framework.They employed an exploratory case study research approach to evaluate

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Lauber, Microsoft; Benjamin Emery Mertz, Rose-Hulman Institute of Technology

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Diversity

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Culture & Social Justice in Education, Equity

or dismisses information that contradicts a shared group belief[12]. In an engineering classroom, a shared group belief is the engineering education’s pillar ofmeritocracy. To avoid identity-protective cognition, an unconscious bias curriculum forengineering education should illustrate how bias mitigation techniques leads to a system moreaccurately reflective of merit.ModuleThe curriculum is designed for a class of approximately 40 upper division engineering studentsand is intended to take about 45 minutes to run. The curriculum is suitable for lower divisionstudents with only minor modifications, though differences in how students would react to thecurriculum at different grade levels is beyond the scope of this exploratory study. The

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dylan Oliver Scheller, Colorado State University; Julia Schimmels, Colorado State University; Jordan Jarrett, Colorado State University

Tagged Divisions

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

, stickers, fun pens and pencils, etc. After this, there is another short lesson where theproposed questions are answered and the science behind it is explained. The students are thenencouraged to reflect and self-evaluate their own experience of the activity so they can determinewhy their solution to the problem did or did not work [5].An alphabetical, non-comprehensive list of activities put on by STEM 4 Kids is in the tablebelow. Activities are hyperlinked to web pages with instructions or to sources for purchasingmaterials, with the exception of the 3D Printing, which links to CSU’s Idea 2 Product Lab (I2P). Table 1: List of STEM 4 Kids Activities 3D Printing Apple-Powered Clocks

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Mara Dias Wilson, New Mexico Institute of Mining and Technology; Thais Alves, San Diego State University; Corrie Walton-Macaulay, Saint Martin's University; Xiaomei Wang, Brigham Young University; Scott R Hamilton P.E., York College of Pennsylvania; Gloria Faraone; Nicholas Tymvios, Bucknell University; Moses Tefe, Norwich University

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Diversity

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

engage in those reflections needed to evaluate complex situations, which often involve socio-economic and political considerations. Case studies have been shown to be an effective way to do that, and an effective case study allows students to go beyond the simple facts of the case by looking at laws past and present, historical context, and current practice and lead them to make informed decisions [16]. This process not only enhances their analytical abilities but also encourages them to explore new dimensions of the engineering practice, facilitating that much needed shift to a more equitable and socio-centered engineering practice. This broader perspective encourages students to consider the

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

%, respectively (ASEE,2019). The U.S. Bureau of Labor Statistics (2019) projected higher job growth for computationalroles (12%) compared to mechanical, electrical, and computer hardware engineering (4-6%).Reflecting this demand, computer science and computer engineering faculty emerged with thehighest salaries in academia, surpassing their engineering counterparts (ASEE, 2022).These disciplinary distinctions permeate beyond academic and professional spheres, influencingsocialization, enrollment, and persistence, and carrying significant implications forunderrepresented groups. Hocker and colleagues (2019) pinpoint challenges in academiacontributing to a noteworthy doctoral dropout rate in engineering, particularly impacting womenand URMs. The prevalence

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janis P. Terpenny, National Science Foundation; Tracee Gilbert, System Innovation

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Diversity

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

areversed in this and many other tools that are far more advanced?Dr. Watford later comments on how curricular change does not need to happen all at once.Indeed, change an assignment, change a module, do this over time. She also reflects on howstudents do not do their homework. Why? Because faculty do not have the time to grade theassignments. She goes on to suggest the use of digital technologies to not only submit homework,but to grade it. She is certain that the practice of homework and feedback can only help. She alsogave the example of using data analytics to assess student performance. Again, use thetechnology! Dr. Watford also offered that computer science students could take on how todevelop electronic homework, how to grade it, and more

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meagan Eleanor Ita, Arvinas; Monica Farmer Cox, The Ohio State University

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Diversity

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

University (OSU), earned a Ph.D. in Bioengineering from the University of Pennsylvania, and an M.S. and B.S. in Biomedical Engineering from OSU.Dr. Monica Farmer Cox, The Ohio State University Monica F. Cox, Ph.D., is Professor and Chair in the Department of Engineering Education at The Ohio State University. Prior to this appointment, she was a Associate Professor in the School of Engineering Education at Purdue University, the Inaugural Direc ©American Society for Engineering Education, 2023 Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and PositionalityAbstractIn this reflection

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Wickerson, Northwestern University

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Diversity

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

had the occasion or courage to explore.” [1] Before Ibecame chronically ill as a person assigned female at birth, I rarely considered that the decisionsthat engineers made were as much social and political as they were technical. The decline in myhealth coincided with a strong desire and motivation to self-reflect and interrogate how engineersshaped medical realities, realities I dealt with every time I entered a clinic and failed to receive adiagnosis or a regime of care. Autoethnography inspires an analysis of the gaps in technologythat harm populations, how expertise-driven engineering cultures exacerbate these inequities, andwhy critical reflection alongside communities with lived experiences of health injustices canimprove the way we do

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University

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Diversity

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

graduatestudents during this time period. The pronounced rise in publications during these years, with overhalf of the total articles between 2020 - 2023, suggests that the pandemic may have intensified thefocus on graduate student mental health, reflecting an obvious and heightened scholarly responseto a critical aspect of student life exacerbated by the global crisis.Figure 1: Temporal trends showing the number of publications before, during, and after the COVID-19global pandemic.Mental health-related terminologies. In our examination of the 616 identified peer-reviewedarticles, we cataloged the terminologies employed to discuss mental health. We conducted adetailed review of the abstracts from each paper and counted every mention of a mental health

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

interest in and/orconfidence in civil engineering as a profession. The name generator survey may includequestions like, "What is their name?" "What best describes their gender?" "What kind of work dothey do?" and "What best describes your relationship with them?" The participants wererequested to list at least five individuals who, in their opinion, had a significant influence on theirdecision to pursue a profession in civil engineering. Sociogram Participants were instructed to draw a sociogram that represented their alters for theresearcher. Network diagrams with nodes that symbolize individuals and ties that reflect theirconnections are referred to as sociograms [52]. The researcher gave participants the followinginstructions as

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, Arizona State University, Polytechnic Campus; Jennifer M. Bekki, Arizona State University, Polytechnic Campus; Kerrie G. Wilkins-Yel, University of Massachusetts, Boston; Fantasi Nicole, Arizona State University, Polytechnic Campus; Debalina Maitra, Arizona State University, Polytechnic Campus; Juan David Gutierrez; Motahareh Darvishpour Ahandani; Michelle Campbell

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Diversity

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

hold both an insider(on racial identity and/or professional identity and/or doctoral student vs. faculty status) andoutsider (along same dimensions) role. We prioritized alignment along racial identities during datacollection to prioritize the comfort of co-constructors, and we were intentional, individually andcollectively, in considering our simultaneous insider / outsider perspectives during the meaningmaking process. We considered the diversity of identities and reflection about them during ourprocess to be a strength and an example of our explicit consideration of ourselves, researchers, asinstruments (Secules, et al. 2021). As a team, we also approached this work with collectiveawareness of the existence of systemic racism and its impact

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

Technology (ICAT). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers.Dr. David Reeping, University of Michigan Dr. David Reeping is a Postdoctoral Fellow with the Engineering Education Research Program at the University of Michigan. He earned his Ph.D. in Engineering Education from Virginia Tech and was a National Science Foundation Graduate Research Fellow. He received his B.S. in Engineering Education with a

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kalynda Chivon Smith, North Carolina A&T State University; Cristina Poleacovschi, Iowa State University of Science and Technology; Scott Grant Feinstein; Stephanie Luster-Teasley, North Carolina Agricultural and Technical State University

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Diversity

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Culture & Social Justice in Education, Equity

programs.Limitations and Future Research The findings of this study are compelling, but are limited in their scope. The number ofparticipants recruited for the current study was appropriate for a qualitative study [18], but therewere much fewer women than men and much fewer students attending the HBCU than the PWI.These numbers reflect the larger population of males and students attending the PWI; however,the lack of female students and students attending the HBCU may suggest differences in theirexperiences that are an artifact of this study rather than a reflection of Latinx students’ livedexperiences. In addition to the differences in gender and institution participation, there were alsodisparities in representation across race and national origin

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, University at Buffalo, The State University of New York

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Diversity

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

equity, diversity, inclusion, anddecolonization in the curriculum [2], [3]. In Canadian engineering education, Aikenhead et al.have explored the pragmatic implications of onboarding Indigenous topics through their conceptof “cross-cultural crossing” [4]. They argue that students' life-world subcultures aremultidimensional and may be different from the subculture of science, and so the curriculumdesign needs to account for such differences and crossings students need to make while learning.The work by Seniuk Cicek et al. has critically considered the role of Indigenizing the curriculumin the context of engineering education. Through a balanced “two-eyed seeing” approach, theauthors make the case for including and reflecting on both Indigenous and

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo

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Culture & Social Justice in Education, Equity

for Engineering Education, 2021Seeing the invisible: The year this white woman spent learning at an HSIIntroductionI have spent over 40 years in engineering. When I first attended the university to learnengineering, I was full of the messages of the 1970’s: Women can do anything men can do(better), I can have it all, the doors to access professional success are wide open. However, littledid I know that while this may be true, the cost to anyone not a tall white male from a privilegedbackground was great. It took me years to interpret what I experienced through the lens of thewhite patriarchy, but for the last 20 years, I have studied and reflected on how we in Engineeringand Education have participated in the inequities we see all around us

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kian G. Alavy, The University of Arizona; Matthieu Bloch, Georgia Institute of Technology; Gregory L. Heileman, The University of Arizona; Benjamin Richmond, The University of Arizona; Ahmad Slim, The University of Arizona; Mitchell L R Walker II, Georgia Institute of Technology; David Ruiter, University of California, San Diego

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Diversity

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

. Here, faculty were able to analyze the data and beginidentifying where change would be most needed, impactful, and practical.Faculty had the chance to meet internally with a trained learning community facilitator toanalyze and reflect on their own program’s data. After faculty were able to analyze their ownstudent performance and curricular complexity data, faculty had the opportunity to meet indiscipline-specific groups. For example, all participating mechanical engineering faculty at eachuniversity met to share their data and how they made sense of the data.The faculty will continue meeting internally and in discipline specific learning communities overthe course of a year. During this process faculty will be able to ask more clarifying

Conference Session

Institutional inclusion: Advancing equity and belongingness in engineering education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

foster a sense of belonging withintheir chosen disciplines and the wider academic community [1-3]. Empirical studies byHanauer [4], Kaufman et al. [5], and Whitcomb et al. [6] have established that strong self-efficacy and a profound sense of belonging significantly enhance students' persistence in theirchosen career trajectories. This relationship is especially evident in Science, Technology,Engineering, and Mathematics (STEM), where a heightened sense of belonging and elevatedself-efficacy are linked to superior academic achievements [7-8].Educators play a pivotal role in this dynamic, employing student-centered pedagogicalapproaches that include group work, reflective exercises, peer discussions, and constructivefeedback. These methods, as

Conference Session

Bridging Cultures, Advancing Justice: Fostering Inclusion and Sustainability in Engineering Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hyun Kyoung Ro, University of North Texas; Shirley Anderson, University of North Texas

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Diversity

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

development of more inclusive and culturallyrelevant practices tailored to meet the unique needs of Latinx students. We anticipate that ourfindings will offer valuable insights for engineering and computing programs at HSIs, benefitingfaculty, administrators, and professionals dedicated to serving Latinx and other BIPOC students. AcknowledgementsThis project received support from the United States National Science Foundation under theImproving Undergraduate STEM Education: Hispanic Serving Institutions (HSI) program,Award #2122917. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rajita Singh, University of Oklahoma; Javeed Kittur, University of Oklahoma

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

engineers, as it makes them moreenthusiastic to participate in engineering and therefore helps them perform better.Four of the papers showed a marked improvement in underrepresented student’s performancewhen those students were given representation in the form of discussing or showing an engineersimilar to their identity, either in the form of online platforms with diverse avatars of engineers orguest speakers (Casey, E. et al, 2023; Gunjan Tomar & Vineeta Garg, 2021; Good, J. J. et al.,2020; Aguirre-Muñoz, Z. et al., 2021). One paper focused on giving students a space to developtheir own identity in connection to their career path through reflective journaling (Tran, K., Barreraet al., 2022). Two papers focused on giving students either a

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

interactive effects of identity on theengineering workforce that are reflective of the environments and conditions of our field. Extensions of this work in progress will explore multiple regression methods to identifysignificant identity-based interactions related to engineering career success such as salary,employment, and degree attainment. We will also investigate the impacts across different disabilitytype categories provided by the National Survey of College Graduates. A particular emphasis inour forthcoming work will be on centering the experiences of women of color with disabilities asa comparative benchmark. This intentional focus aims to disrupt prevailing notions rooted inWhite, male, able-bodied centrism that have traditionally

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stewart Thomas, Bucknell University; Sarah Appelhans, Lafayette College; Michael S Thompson, Bucknell University; Rebecca Thomas, Bucknell University; Philip Asare, University of Toronto; Alan Cheville, Bucknell University

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

and help students develop on paths which they see as valuable. Our view, rooted in theCapabilities Approach, is that education should equip students to lead a life they value. Providingstudents opportunities to achieve, and envision new ways of living is central to the institution,and our role as faculty is to help guide them in our chosen discipline.This work has been supported by the National Science Foundation under EEC- 2022271. 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.8. References[1] Mark W. Durm, “An A is not an A is not an A: A History of Grading,” Educ. Forum, vol. 57, no. 3, pp. 294

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sunni Haag Newton, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology ; Meltem Alemdar, Georgia Institute of Technology; Joycelyn Wilson, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology

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Diversity

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

example, students are asked to consider the ways in which the lyrics they analyzeaddress collective action and the pursuit of equity for the common good in order to promote asociety that is just, considering equity for all individuals that reflects the cultural and socialdiversities amongst them. These ideals are baked into a Hip Hop-inspired consciousness, andautomatically considered in the analysis exercises that students participate in. This approach guidesstudent creatives to design, create, and write songs that remix themes that advance theirunderstanding of not only the 7 principles, but also their understanding of race, equity, and justicein their daily lives. EarSketch The Your Voice is Power curriculum is also centered around

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

ofengineering, and a time for students to reflect upon and decide the majors and specialties theywill pursue thereon (Ngambeki, 2009). It is also a time when students’ beliefs of engineering andits education are reinforced (Hutchison et al., 2006). The content and experiences offered aspart of these courses present an opportunity to support students in developing their beliefs andattitudes towards engineering. We teach students that engineers design, apply math andscience to solve problems, program, make decisions, have different areas of specialty, but oftenmiss or convey only implicitly that engineering at its core is a human endeavor, one that ispracticed for people, with people, and as people (Fila et al., 2014). To engineer better meansengineering

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

deepening myunderstanding and empathy with my participants’ experiences.With this mentioned, I am aware that my subjectivities as someone within the community that Iam researching could present a quality threat to the findings of this research. To mitigate thisthreat, I engaged in memoing processes to help me to reflect upon all of the ways in which mysubjectivities could influence the findings. Additionally, I engaged in a “critical friends” protocolwith trusted mentors and colleagues to ensure that my framework was appropriate, my analysismethods were sound, and that my findings were representative of what the data present [33].Results & DiscussionSTEM IdeologyA recurring theme among all four participants was the reflection upon and

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Gwen Blosser, University of Louisiana at Lafayette

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Culture & Social Justice in Education, Equity

presented above. Such advice isstrongly reflective of a postfeminist sensibility. This is not to say that the women on the siteidentity personally with postfeminism as a philosophy or are even aware of it. The advice theyprovide, however, aligns with dominant postfeminist narratives and cultural ideas about howwomen can achieve success in the contemporary workplace. They emphasize the need forwomen to overcome any other issues or obstacles they may encounter as individuals (whether ornot they perceive of them as being related to gender). Women on the site promote the idea of a‘can-do’ woman who takes control of the situation and is confident.Minimizing and ReframingOne common piece of advice to women often with respect to gendered barriers was to

Conference Session

Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

R. Jamaal Downey, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Diana A. Chen, University of San Diego; Gordon D Hoople, University of San Diego

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Diversity

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

-normed historical social practices that preserves the system of white supremacy”[33, p. 25]. Batty and Leyva, in their article “A Framework for Understanding Whiteness inMathematics Education'' explain that focusing on colorblindness changes the much-needed deepreflexive conversation on the way that “colorblind” systems and institutions hurt POC, to“supposedly non-racial arguments or proxies of student failure, uncaring parents, and devaluingof education, which leaves Whiteness invisible and allows those who assert it to defend theirviews in apparent nonracial ways” [49, p. 56]. Addressing colorblindness is regularly left up to the individual, which redirects theresponsibility away from the much-needed deep reflection of institutions. By