Displaying results 181 - 210 of 213 in total
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
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- 2024 ASEE Annual Conference & Exposition
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- Meagan C Pollock, Engineer Inclusion; Hoda Ehsan, The Hill School ; Sreyoshi Bhaduri, ThatStatsGirl; Lauren Thomas Quigley, IBM Research
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
adeeply introspective lens through which we can understand broader social phenomena. Inspiredby the work of Guyotte & Sochacka (2016) and Blalock & Akehi (2017), we expand upontraditional autoethnography and emphasize the synergistic effects of our diverse backgrounds,academic and non-academic training, and worldviews. Collaborative autoethnography enhancesthe trustworthiness and transparency of our research, providing a comprehensive and inclusiveperspective on the experiences of non-academic engineering educators.Collaborative autoethnography is effective for three reasons: 1) Personal and ContextualInsights: This method enables authors, as research subjects, to draw upon their experiences,offering a nuanced understanding of the
- Conference Session
- Engineering Equity: Challenging Paradigms and Cultivating Inclusion in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Kiana Alexa Ramos; Isabella Stuopis, Boston College; Emanuel Joseph Louime; Peyton Elise Carter; Caitlyn Hancock; Avneet Hira, Boston College
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- Culture & Social Justice in Education Division (EQUITY), Equity
Hira, Boston College Dr. Avneet Hira is an Assistant Professor in the Human-Centered Engineering Program and the Department of Teaching, Curriculum and Society (by courtesy) at Boston College. ©American Society for Engineering Education, 2024 Work In Progress: Promoting Belonging in Engineering through the Creation of Youth-centered Technology-Rich SpacesIntroduction In 2024, we are not offering a novel idea when we contend that the promise ofmakerspaces to achieve inclusion across contexts has not been met [1], [2]. While suchtechnology-rich spaces still have the potential to support youth from minoritized groups to createartifacts aligned with their interests and values [3], [4
- Conference Session
- Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Rachel Funk, University of Nebraska, Lincoln; Leilani Marie Pai, Denison University; Johan Benedict Cristobal, University of Nebraska, Lincoln
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
work. We seek to answer the following research questions: How do various settings (e.g,home, university, computing courses, S-STEM projects) support or inhibit the developingcomputing identities of women who may experience multiple forms of marginalization due totheir racial or ethnic identities? How do these experiences influence their persistence?Research Problem & Theoretical FrameworkAlthough the proportion of women and underrepresented racial and ethnic minorities in theSTEM workforce is increasing, representation remains an issue in computing and engineering[1]; [2]. A key factor in persistence is STEM identity, and more broadly, the degree to whichstudents feel a sense of belonging at college and within their majors [3]-[6]. Women
- Conference Session
- Inclusive Dialogues and Adaptations in Engineering Education: Navigating Uncertainty and Leveraging AI for Student Success
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #41787ChatGPT as a Tool for Equitable Education in Engineering ClassesSourojit Ghosh, University of Washington ©American Society for Engineering Education, 2024 ChatGPT as a Tool for Equitable Education in Engineering Classes Sourojit Ghosh, University of Washington, SeattleIntroduction 2022 is set to go down in history as the year that the world met ChatGPT – a generativeAI tool designed to accept text-based input and perform a large variety of tasks such asanswering questions, writing text, summarizing content, generating code, and many more.Trained on the large language model GPT-3/3.5 [1
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kaylla Cantilina, Tufts University; Chelsea Joy Andrews, Tufts University; Fatima Rahman, Tufts Center for Engineering Education and Outreach
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- Culture & Social Justice in Education Division (EQUITY), Equity
and Outreach STEM Education graduate student at Tufts University ©American Society for Engineering Education, 2024 1 Context Matters: Characterizing First-Year Engineering Students’ Shifting Perspectives when Reflecting on Different Sociotechnical and Justice TopicsIntroductionThis practice paper relates to the overall mission of ECSJ, specifically transformative learningtoward action. For well over a decade, there have been numerous critiques of the social/technicaldualism present in engineering education and calls to disrupt it [1]. Researchers have varyingmotivations
- Conference Session
- Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Jessica Baldis, University of California, San Diego; Alex M. Phan, University of California, San Diego
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
in research knowledge and skills, deeper relationships with mentors, and clarity andinsight into career paths. This work involves thematic analysis of interviews with GEAR-SRparticipants and highlights student voices, including those traditionally marginalized in STEM.The advantages of undergraduate research experiences (UREs) are widely recognized, leading tohigher student retention, a sense of belonging in their field, improved academic outcomes, and agreater likelihood of pursuing advanced degrees [1, 5, 6]. This positive effect can be even greaterfor traditionally minoritized students [7], including students who are Black/African American,Hispanic/Latino(a), American Indian, and Pacific Islander. However, finding and performingresearch
- 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
Engineering Education, 2024 Work in Progress: Grading Through a Capability Lens1. AbstractThe purpose of this WIP research paper is to briefly consider the basis of higher education’scurrent grading system and to discuss an implemented grading structure based on a humandevelopment framework which was part of a departmental cultural shift. The letter-grademarking system is relatively new compared to the institution of higher education [1] and bringswith it a secondary effect of an “A” ranking conveying significant value and meaning to theinterpreter. Students (and faculty) bring their own interpretation of what it means to be an ‘A’student and connect this to their personal identity [2]. The shift to letter-based grades coincidedwith
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jeffrey Halpern, University of New Hampshire; Mariah Arral, Carnegie Mellon University; Cassandra Michelle Lafleur, University of New Hampshire; Sarah Young; Elise Baribault, University of New Hampshire; Julianna Gesun, University of New Hampshire
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
neurotypical. We havegenerated a preliminary assessment tool to understand the perspectives of neurodiverse studentsin undergraduate research, specifically their priorities in community, culture, and futureprospects. Our investigation reports a qualitative assessment of these categories betweenneurodivergent students in STEM research environments compared to their neurotypicalcounterparts. The survey was first improved after cognitive interviews, and then distributedamong STEM undergraduates. In this paper, we report the refinement process of the survey andthe initial quantitative survey results.IntroductionOver a quarter of the United States population identifies as having a disability [1]. The disabilitycommunity encompasses a diverse subset of
- Conference Session
- Innovating Inclusivity: Rethinking Access and Empowerment in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Sarah Hug, Colorado Evaluation and Research Consulting; Raena Cota, New Mexico State University; Ruth Constansa Torres Castillo, New Mexico State University; Enrico Pontelli, New Mexico State University; Adan Maximiliano Delval, New Mexico State University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
toward needed policyand practice change in the department and hope to gain feedback from the EQUITY communityregarding our efforts and next steps at Praxis, sharing these counternarratives in departmentalspaces to draw out faculty, staff, and student dialog toward change.IntroductionIn this work in progress (WIP) research paper, we examine pathways of post-secondaryengineering students who are first in their family to attend college in the U.S. navigate multipleobstacles on the way towards four-year degrees and graduate school pathways [1]. Literatureregarding students who are first in their family to attend college indicates that while the absenceof the legacy of college may serve as a logistical barrier to success in higher education
- 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
those results to the overallaverages amongst each population. This article will analyze if the separation of race, sex, anddisability in this report is suppressing or erasing the negative implications for these marginalizedgroups in STEM.Introduction The purpose of this WIP research paper is to study the impact an intersectional analysis ofdisability, race/ethnicity, and sex has on the salary of Science, Technology, Engineering, andMathematics (STEM) professionals. For almost a century, the United States has made political,academic, and professional pushes to fill a decreasing STEM workforce. Laws have been passedand programs put in place to increase the number of STEM professionals in all areas of industryin the U.S. [1]. In parallel
- 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
” that may marginalizequeer students from the perspective that engineering classrooms and pedagogies can bedehumanizing. I will have the students answer an informational questionnaire, which will includeprompts that may “provoke” them by comparing their current learning experiences with theexperiences that could occur with engaged pedagogy as the teaching philosophy. Thequestionnaire will primarily consist of open-ended questions, with each question being paired toask about their current experiences alongside hypothetical learning environments. This approachcan get them to reflect on their current experiences. Example questions are shown below.Think back to your time in the engineering courses you have taken so far: 1. Share a learning moment
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Cecilé Sadler, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University; Shaundra Bryant Daily, Duke University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
: Understanding Differential Experiences of Identity in Computing Environments Using a Computing Privilege InventoryIntroductionThe purpose of this work-in-progress research paper is to outline the development and initialassessment of a tool designed to measure privilege within academic and professional computingenvironments. The computing industry has grappled with diversity gaps and equity issues fordecades [1], [2], [3]. While some progress has been made, women, racial/ethnic minorities,LGBTQ+ people, those with disabilities, and working-class individuals remain underrepresented[4]. Peggy McIntosh’s conception of unseen privileges might provide insight into therepresentation disparities in computing. In her pivotal article “White Privilege
- Conference Session
- Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Samuel J Bullard, University of Minnesota - Twin Cities; Keisha Varma, University of Minnesota - Twin Cities
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- Culture & Social Justice in Education Division (EQUITY), Equity
Paper ID #44375Developing a Social Justice Biomedical Engineering Curriculum UnitMr. Samuel J Bullard, University of Minnesota - Twin CitiesKeisha Varma, University of Minnesota - Twin Cities ©American Society for Engineering Education, 2024 Developing a Social Justice Biomedical Engineering Curriculum Unit Author 1, Author 2 AffiliationThe purpose of this WIP research paper is to outline the development of a K-12 curriculum unitintended to promote student learning about biomedical engineering through the lens
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Monica Lynn Miles, University at Buffalo, The State University of New York; Alexandra Schindel, University at Buffalo, The State University of New York; Kate Haq, 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
education. Byexploring local environmental justice issues and emphasizing the necessity of integrating theseissues into the curriculum, we can prepare the next generation of engineers to address real-worldchallenges and engage in equitable problem-solving. Given the profound implications ofengineering solutions on both environmental sustainability and societal well-being, EJE stands asa pivotal bridge between educators and students, fostering meaningful connections by exploringlocal environmental justice issues. Many educators struggle to effectively incorporate environmental justice topics intoengineering education [1], [2]. K–16 education discourses and curricula frequently overlookenvironmental justice issues, neglecting to highlight the
- Conference Session
- Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Mina Zavary, University of Washington; Sourojit Ghosh, University of Washington
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- Culture & Social Justice in Education Division (EQUITY), Equity
fourth year PhD Candidate at the University of Washington, Seattle in Human Centered Design and Engineering. ©American Society for Engineering Education, 2024 Co-Creating Inclusion: Designing a Living Inclusive Teaching ToolkitIntroductionOver the past few years, there has been a growing surge in (re)designing engineering curriculaand classroom policies to be more inclusive of students of all identities, especially thosehistorically marginalized within engineering education. However, the labor of this work canoften fall upon individual instructors in their own courses who lack the time, research, andresources necessary to determine a path toward stronger inclusive practices [1]. Toolkits are oneway to
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Fatima Glovena Fairfax, Duke University; Jabari Kwesi, Duke University; Elyse McFalls, Duke University; Reagan Lenora Razon, Duke University; Alexandra Thursland, Duke University; Crystal E. Peoples, Duke University; Shaundra Bryant Daily, Duke University; Alicia Nicki Washington, Duke University; Eduardo Bonilla-Silva, Duke University; Brean Elizabeth Prefontaine, Duke University
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- Culture & Social Justice in Education Division (EQUITY), Equity
Inductee.Eduardo Bonilla-Silva, Duke UniversityBrean Elizabeth Prefontaine, Duke University Dr. Brean Prefontaine is a postdoctoral researcher at Duke University working with the Alliance for Identity-Inclusive Computing Education (AiiCE). Her research currently focuses on (1) the policies and practices impacting computer science students from marginalized identities and (2) how informal STEM environments can provide a space for students to develop a physics identity, and STEM identity more broadly. She earned her B.S. in Physics from Drexel University and her M.S. and Ph.D. in Physics from Michigan State University. Before starting at Duke, she worked for Horizon Research, Inc. as an external evaluator for STEM education
- Conference Session
- Charting Inclusivity: Advancing Diversity, Equity, and Technology in Engineering and Computing Education
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- 2024 ASEE Annual Conference & Exposition
- Authors
- Tyrine Jamella Pangan, Tufts University; Kristen B Wendell, Tufts University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
the study. Participation in the study consisted of consenting (viasigned consent form) to have team homework sessions audio-recorded. The course instructorswere not made aware of which students consented and which did not. Consent to participate wasgranted by 43 students, 64% of course enrollment.Table 1. Groups and Participants Group Number* Number of Students 1 4 2 2 3 4 4 4 5 4 6 4 7 5 8
- Conference Session
- For Students to Know and Grow
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Heather R. Beem, Ashesi University
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- Diversity
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- Culture & Social Justice in Education, Equity
completion of the project were pride and joy. The useof responsive pedagogy should be further refined in the African context, mechanisms forbuilding self-efficacy in young African engineers should be elicited, and they should beconsidered equally alongside interventions focused on improving learning outcomes.IntroductionMost countries that have achieved sustainable development have done so through a concertedfocus on technology and innovation. Existence of an innovation-driven economy dependsdirectly on the quality of education available for the rising generation. Although the WestAfrican nation of Ghana recently achieved lower-middle income status [1], its potential forsustainable development continues to be limited by its educational system’s
- Conference Session
- Engineering Futures: Navigating the Pathways of Education, Inclusion, and Professional Growth
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- 2024 ASEE Annual Conference & Exposition
- Authors
- George Zaccheus Sikazwe, University of the Incarnate Word; Stephanie Gray; Diane L Peters P.E., Kettering University; Michael Frye, University of the Incarnate Word
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- Culture & Social Justice in Education Division (EQUITY), Equity
of Coding for the Future: A Case Study of the megaGEMS Coding AcademyAbstractGirls in Engineering, Mathematics, and Science (GEMS) is a free after-school club and summercamp for girls interested in exploring their career in various Science, Technology, Engineering,and Mathematics (STEM) fields. GEMS is the outreach program for the Autonomous VehicleSystems Research and Education Laboratories. GEMS programs are designed to educate youngwomen about STEM by providing hands-on experiential learning in robotics, programming, andresearch [1]. GEMS is divided into two main programs: miniGEMS for rising fifth througheighth-grade middle school students, and megaGEMS for rising ninth through twelfth-grade highschool students [2]. miniGEMS
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 5
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- 2023 ASEE Annual Conference & Exposition
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- Austin Morgan Kainoa Peters, Purdue University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
thread between the threethemes provides one answer for the research question. I propose spiritual knowledge as thebinding thread that connects the themes and (re)connects Indigenous knowledge and STEMeducation. Spirituality can become a theorizing space to help with the decolonizing ofengineering education by challenging the dominant knowledge types and bringing in other waysof knowing.Keywords: Culturally Relevant Education, Indigenous Knowledge, SpiritualityIntroductionThe United Nation’s (UN) Sustainable Development Goals (SDG) attempt to address theinequalities of our global society and tackle climate change, biodiversity, and nature restoration[1]. These complex issues affect our global community and require an approach that includes
- Conference Session
- Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education
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- 2024 ASEE Annual Conference & Exposition
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- Laura A. H. Wood, University of Michigan; Angie Kim, University of Michigan; Amber N Williams, University of Michigan; Berenice A. Cabrera, University of Michigan; Hayley N. Nielsen, University of Michigan; Lu Zhou, University of Michigan; Grenmarie Agresar, University of Michigan; Shanna R. Daly, University of Michigan; Lisa R. Lattuca, University of Michigan; Joi-Lynn Mondisa, University of Michigan; Erika A Mosyjowski, University of Michigan; Steve J. Skerlos, University of Michigan
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- Culture & Social Justice in Education Division (EQUITY), Equity
work todevelop a framework to support the design and delivery of equity-centered engineeringcurriculum and instruction within undergraduate courses. This paper presents high-level learningfrom (1) our synthesis of relevant literature on how instructors teach equity-centered content –how they integrate equity considerations into engineering content – and (2) a summary ofinterviews with equity-oriented instructors. Our literature review and interviews aim to identifycourse design components that instructors and staff consider essential for equity-centeredengineering education, including pedagogy, content, and the interplay between them. For thisresearch, we defined equity-centered engineering curriculum and instruction as courses orsequences of
- Conference Session
- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2025 ASEE Annual Conference & Exposition
- Authors
- Lekshmi Sasidharan, University of Arkansas; Rajani Muraleedharan, Saginaw Valley State University; Tina Thomas
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
studies [1, 2] have examined the impact of academic accommodations on theacademic success of STEM students, revealing a rapid increase in the number of students withdisabilities attending post-secondary institutions in recent years. Educational equity is key tomeeting students’ needs while having access to all the resources, so one may effectively reachtheir full potential. One study [4] investigated the experiences of STEM students withdisabilities at a large research university in the United States. This study found that studentswho received academic accommodations, such as extended time on exams and access toassistive technology, were more likely to persist in their studies and achieve academic successthan those who did not receive
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Pedro Guillermo Feijóo-García, Georgia Institute of Technology; Fidel Mauricio Ramírez Aristizábal, Universidad el Bosque; Liliana Ahumada, Universidad el Bosque
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- Culture & Social Justice in Education Division (EQUITY), Equity
, Liliana Ahumada1 y Fidel Ramirez1 1 Universidad El Bosque, Bogotá, Colombia 2 Universidad de los Andes, Bogotá, Colombia 3 Georgia Tech, Atlanta, United StatesAbstractSTEM (Science, Technology, Engineering, and Mathematics) is an interdisciplinaryeducational approach developed by the U.S. National Science Foundation to foster research,innovation, and learning. By integrating these fields, STEM education aims to developtheoretical understanding and practical application in real-world contexts. Despite itswidespread adoption in developed countries, some initiatives
- Conference Session
- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara
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- Culture & Social Justice in Education Division (EQUITY), Equity
environments and how institutional agency influences student success. This research spans three different spheres of influence including 1) student experiences, 2) higher education institutions, and 3) societal contexts. Her most recent research considers the intersection of Latinx identity and STEM identity at Hispanic Serving Institutions that are also community colleges.Margarita Rodriguez, University of California, Santa Barbara ©American Society for Engineering Education, 2025 1 Bridging Pathways: Empowering Latinx STEM Students Through Belonging, Support, and
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- Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)
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- 2025 ASEE Annual Conference & Exposition
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- Cole Thompson, Purdue University at West Lafayette (COE); Stephanie Masta, Purdue University at West Lafayette (PPI)
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
. ©American Society for Engineering Education, 2025 How we talk about trans people: A content analysisIntroduction and BackgroundTransgender, nonbinary, and gender nonconforming (TNBGNC) individuals stand at theintersection of resilience and systemic oppression in STEM higher education, revealing urgentgaps in how research methodologies we utilize capture and represent their experiences. Theidentities of TNBGNC individuals have been subject to systemic marginalization, often fueled bypoliticized rhetoric and harmful media narratives [1], [2], [3]. This discourse frequentlyperpetuates the stigmatization and devaluation of TNBGNC lives and experiences, framing themin opposition to the societal norms. Such framing not only erases the
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
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- 2025 ASEE Annual Conference & Exposition
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- Stephen Secules, Florida International University; Atota Bedane Halkiyo, Florida International University; Maimuna Begum Kali, Florida International University; Nivedita Kumar, Florida International University
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- Diversity
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- Culture & Social Justice in Education Division (EQUITY), Equity
perpetuate caste inequities despite an apparent caste-blind environment. They also explore gender diversity in computing education, particularly addressing the leaky pipeline issue affecting women’s participation in STEM fields. ©American Society for Engineering Education, 2025 “I can’t see race here”: Pragmatic, theoretical, epistemological, and communicativechallenges researchers and instructors have with observing race in engineering classrooms1. Introduction:Engineering has historical origins in white supremacy, patriarchy, and classism [1], [2], [3].Despite efforts to diversify the profession, these systems of power and inequity have largely beenperpetuated. While many research efforts document the
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- Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)
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- 2025 ASEE Annual Conference & Exposition
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- Nidia Banuelos, University of Wisconsin - Madison; Ross J. Benbow, University of Wisconsin - Madison; Benjamin C. Flores, University of Texas at El Paso
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- Culture & Social Justice in Education Division (EQUITY), Equity
receiving supportfrom religious or spiritual communities. In turn, this spirituality and faith can inculcate a positiveworldview, a sense of purpose, and compassion for others (Park et al., 2020),. We also measure FictiveFamilial Capital, which includes connections with people who are not related to students by birth oradoption, but who may feel like family away from home because of a shared identity or experience(Duran & Pérez, 2019). Table 1, available in the Appendix, offers more information on our scale itemsand their origins. Before describing our data and methods in more detail, it is important to note that the CCWframework has increased in popularity among STEM educators and researchers. Indeed, twenty-twopapers have been
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- Culture, Agency, and Responsibility through Curriculum (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 5)
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- 2025 ASEE Annual Conference & Exposition
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- Clausell Mathis II, Michigan State University
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- Culture & Social Justice in Education Division (EQUITY), Equity
. IntroductionHistorically, our educational system has primarily benefited students from higher socioeconomicbackgrounds while disadvantaging those from marginalized communities [1]. This lack of inclusivity hasbeen a significant factor in the disconnect many students from diverse backgrounds feel towardstraditional pedagogical approaches, such as didactic instruction [2,3]. Traditionally, physics has beentaught didactically, where teachers present content in a lecture format, expecting students to absorb asmuch information as possible [4]. However, research indicates that this method has resulted in minimalpositive outcomes in students’ understanding and engagement with physics [5]. Because of this, there hasbeen a shift towards more interactive and student
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- Equity, Culture & Social Justice in Education Division (EQUITY) Poster Session
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- 2025 ASEE Annual Conference & Exposition
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- Elizabeth Ann Strehl, University of Michigan; Aaron W. Johnson, University of Michigan; Sarah Jane Bork, University of Georgia
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- Culture & Social Justice in Education Division (EQUITY), Equity
practices and support efforts to create more inclusive and equitable environments forfinancially disadvantaged students. The findings will guide future research and initiatives aimedat reducing institutional barriers and fostering the success and retention of low-SES students inengineering.IntroductionEngineering is often hailed as a pathway to innovation and social mobility, yet its accessibilityremains unevenly distributed, shaped by enduring systemic inequities. Wide-scale barriers rootedin social, cultural, and economic disparities have long shaped the field, disproportionatelymarginalizing women, racial and ethnic minorities, and many other underrepresented groups. [1].Despite efforts to diversify the engineering workforce, these populations
- Conference Session
- Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)
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- 2025 ASEE Annual Conference & Exposition
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- 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
. STEM Education 1. IntroductionThe caste system is a rigid hierarchy that assigns individuals their status and opportunities basedon birth. With 5.4 million South Asians and 11% representing the graduate student population inthe U.S., caste-based oppression has infiltrated U.S. academic and professional spaces [1]. Inrecognition of the presence of caste oppression, cities like Seattle and Fresno made castediscrimination illegal in 2023, while many universities, including Brandeis, Brown, and Harvard,included castes in their Title IX protections, largely due to grassroots activism [2], [3]. However,in November 2023, California Governor Gavin Newsom vetoed the Caste Discrimination Bill SB403, arguing that protections against “ancestry