Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mariana A. Alvidrez; Elsa Q. Villa, University of Texas, El Paso; Elaine Hampton; Mary K. Roy; Tomas Sandoval; Andrea Villagomez

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Diversity

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

Paper ID #36751Using Academic Controversy in a Computer Science UndergraduateLeadership Course: An Effective Approach to Examine Ethical Issues inComputer ScienceMariana A. AlvidrezDr. Elsa Q. Villa, University of Texas, El Paso Elsa Q. Villa, Ph.D., is a research assistant professor at The University of Texas at El Paso (UTEP) in the College of Education, and is Director of the Hopper-Dean Center of Excellence for K-12 Computer Science Education. Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of

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

cybersecurity is beneficial. Sometimes, however, the call for diversity incomputing can be complicated, as diversity is a complex concept. While most of the research ondiversity in computing focuses on gender and race/ethnicity, some interpret diversity in otherways. Undergraduate students are stakeholders in the assessment of cybersecurity as a diverseand inclusive subfield of computing--as they may or may not consider these concepts as theymake curricular and career decisions. A goal of the study is to enrich our understanding ofdiversity perspectives in the field, and so we sought complexity of interpretation over anarrowing or codifying of viewpoints. Data for this piece come from three sources: Q-sortrankings, group interview transcripts, and

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado Boulder; Angela R Bielefeldt, University of Colorado Boulder

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Diversity

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

of disabilities and chronic illnesses in higher education. UCL Press, 2020. [Online]. Available: https://ebookcentral.proquest.com/lib/ucb/detail.action?docID=6358294[3] D. Goodley, R. Lawthom, K. Liddiard, and K. Runswick-Cole, “Provocations for Critical Disability Studies,” Disabil. Soc., vol. 34, no. 6, pp. 972–997, Jul. 2019, doi: 10.1080/09687599.2019.1566889.[4] R. Galvin, “The Making of the Disabled Identity: A Linguistic Analysis of Marginalisation,” Disabil. Stud. Q., vol. 23, no. 2, Apr. 2003, doi: 10.18061/dsq.v23i2.421.[5] K. Muzata, “Terminological Abuse versus Inclusion: An Analysis of Selected Terms Used to Describe Persons with Disabilities in Luvale,” vol. 3, pp. 1–32, Jun. 2019.[6] M. E. Ziegler

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sourojit Ghosh, University of Washington, Seattle; Sarah Marie Coppola, University of Washington, Seattle

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

Kusnandi, “The Effectiveness of Hybrid Learning in Improving of Teacher-Student Relationship in Terms of Learning Motivation,” Emerging Science Journal, vol. 5, no. 4, Art. no. 4, Aug. 2021.[15] Q. Li, Z. Li, and J. Han, “A hybrid learning pedagogy for surmounting the challenges of the COVID-19 pandemic in the performing arts education,” Educ Inf Technol, vol. 26, no. 6, 11 pp. 7635–7655, Nov. 2021, doi: 10.1007/s10639-021-10612-1.[16] M. M. M. Abdelmalak and J. L. Parra, “Expanding Learning Opportunities for Graduate Students with HyFlex Course Design,” IJOPCD, vol. 6, no. 4, pp. 19–37, Oct. 2016, doi: 10.4018/IJOPCD.2016100102.[17] B

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Ellen Ko, Stanford University

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Diversity

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Culture & Social Justice in Education, Equity

Conference Session

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

Collection

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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Diversity

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

-Achieving Asian and Black STEM Students,” AERA Open, vol. 4, no. 4, p. 2332858418816658, Oct. 2018, doi: 10.1177/2332858418816658.[13] A. Master, S. Cheryan, and A. N. Meltzoff, “Computing whether she belongs: Stereotypes undermine girls’ interest and sense of belonging in computer science.,” J. Educ. Psychol., vol. 108, no. 3, p. 424, 2016.[14] U. Nguyen and C. Riegle-Crumb, “Who is a scientist? The relationship between counter- stereotypical beliefs about scientists and the STEM major intentions of Black and Latinx male and female students,” Int. J. STEM Educ., vol. 8, no. 1, pp. 1–18, 2021.[15] A. N. Washington, L. Burge, M. Mejias, K. Jean-Pierre, and Q. Knox, “Bridging the Divide: Developing Culturally-Responsive Curriculum

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

YaXuan Wen, Sino-Danish College, University of Chinese Academy of Sciences; Yanru Xu; Ji’an Liu

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Diversity

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

note on higher education," Cambridge Journal of Education, vol. 41, no. 1, pp. 23-36, 2011.[5] A. Sen, Equality of what? In: McMurrin S Tanner Lectures on Human Values. Cambridge: Cambridge University Press, 1980.[6] A. Sen, Development as Freedom. Oxford: Oxford University Press, 1999.[7] D. Crocker and I. Robeyns, Capability and Agency. Cambridge: Cambridge University Press, 2009.[8] M. Walker, "Imagining STEM higher education futures: advancing human well-being," Higher education, vol. 70, no. 3, pp. 417-425, 2015.[9] Q. Liu, D. Turner, and X. Jing, "The “Double First-Class Initiative” in China: Background, Implementation, and Potential Problems," Beijing International Review of Education, vol. 1, pp

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rachel Figard, Arizona State University; Sabina Anne Schill, Florida International University ; Medha Dalal, Arizona State University; Adam R Carberry, Arizona State University

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Diversity

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

, no. 4, pp. 583-610, 2018.[19] A. Haverkamp, A. Butler, N.S. Pelzl, M.K. Bothwell, D. Montfort, and Q. Driskill, “Exploring Transgender and Gender Nonconforming Engineering Undergraduate Experiences through Autoethnography,” In Proc. CoNECD - The Collaborative Network for Engineering and Computing Diversity, 2019. Available: https://peer.asee.org/31764[20] K.F. Trenshaw, A. Hetrick, R.F. Oswald, S.L. Vostral, and M.C. Loui, “Lesbian, gay, bisexual, and transgender students in engineering: Climate and perceptions,” In Proc. IEEE Frontiers in Education Conference, pp. 1238-1240, 2013. Available: https://doi.org/10.1109/FIE.2013.6685028[21] ABET, “Criteria for Accrediting Engineering Programs, 2021-2022

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

D. C. Beardmore, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

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Diversity

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

, doi: 10.1080/26379112.2020.1782232.[5] D. Goodley, Dis/Ability Studies: Theorizing disablism and ableism, 1st ed. New York, NY: Routledge, 2014.[6] C. Dudley-Marking and D. Baker, “The Effects of Market-based School Reforms on Students with Disabilities,” Disabil. Stud. Q., vol. 32, no. 2, 2012.[7] D. Harvey, A Brief History of Neoliberalism. Oxford University Press, 2005. doi: 10.1093/oso/9780199283262.001.0001.[8] T. Ganti, “Neoliberalism,” Annu. Rev. Anthropol., vol. 43, no. 1, pp. 89–104, Oct. 2014, doi: 10.1146/annurev-anthro-092412-155528.[9] P. N. Rastogi, “The Culture of Productivity,” Indian J. Ind. Relat., vol. 22, no. 2, pp. 148–167, 1986.[10] A. M. Wofford and J. M. Blaney, “(Re)Shaping the Socialization of

Conference Session

Equity in Engineering: Uncovering Challenges and Championing Change in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qualla Jo Ketchum, Cal Poly Humboldt

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Diversity

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

NativeEducation, 25(2), 175–179.[12] H. M. Matusovich, H. Murzi, D. Gray, B. D. Chambers, and M. B. James. (June 2020). Aautoethnography: Outcomes from faculty engagement in course development in a large first yearengineering program. Presented at the 2020 ASEE Annu. Conf. [Online]. Available:https://peer.asee.org/34109[13] Carroll, T., Gordon, B., Hancock, P. I., Stenger, K., & Turner, S. S. (2022). Cultivating solidarity foraction on social justice in engineering: A collaborative autoethnography. International Journal ofEngineering, Social Justice and Peace, 9(1), 62-91. https://doi.org/10.24908/ijesjp.v9i1.15216.[14] Haverkamp, A., & Butler, A., & Pelzl, N. S., & Bothwell, M. K., & Montfort, D., & Driskill, Q.(2019, April

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

. PublicAffairs, 2021.[7] K. Beck, White feminism: from the suffragettes to influencers and who they leave behind. New York: Simon & Schuster, Inc., 2021.[8] K. W. Crenshaw, “Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics.,” University of Chicago Legal Forum, pp. 139–167, 1989.[9] K. W. Crenshaw, “Mapping the margins: intersectionality, identity politics, and violence against women of color,” Stanford Law Rev., pp. 93–118, Feb. 1991.[10] B. Moradi, M. C. Parent, A. S. Weis, S. Ouch, and K. L. Broad, “Mapping the Travels of Intersectionality Scholarship: A Citation Network Analysis,” Psychol. Women. Q., vol. 44

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anna Marie LaChance, University of Connecticut; Jennifer Pascal, University of Connecticut; Danielle Gan, University of Connecticut; Justyn James Paquette Welsh, University of Connecticut; Thomas James Pauly, University of Connecticut; Patrick Paul, University of Connecticut

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Diversity

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Culture & Social Justice in Education, Equity

each breakout group, students would work in small groups (<15 students each) to hold deeper conversations about different elements of environmental injustice. ● Friday’s class period (10/30/2020) would consist of a guest presentation by two members of UCCO, followed by a 15-minute Q&A portion, where students could appreciate the perspective of a group leading in environmental activism. Topics would include environmental racism in Connecticut and Puerto Rico as well as the climate movement taking place on the university’s campus.Figure 1. Comparison of EJ week to the rest of the course Monday Wednesday Friday Average Week in 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

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

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

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cole Hatfield Joslyn, Northern Arizona University; Peter Golding, University of Texas, El Paso

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Diversity

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

.52.6.613.[11] C. M. Steele and J. Aronson, “Stereotype threat and the intellectual test performance of African Americans,” J. Pers. Soc. Psychol., vol. 69, no. 5, pp. 797–811, Nov. 1995, doi: 10.1037/0022-3514.69.5.797.[12] D. B. Thoman, J. A. Arizaga, J. L. Smith, T. S. Story, and G. Soncuya, “The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes: Examining the Role of Competing Belonging to Undergraduate Women’s Vulnerability to Being Pulled Away From Science.,” Psychol. Women Q., vol. 38, no. 2, pp. 246–258, Jun. 2014, doi: 10.1177/0361684313499899.[13] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Leaving Engineering: A Multi-Year Single Institution Study,” J. Eng. Educ., vol. 101, no

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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Diversity

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Culture & Social Justice in Education, Equity

USD and the broader San DiegoEvents justice and encourage and facilitate critical community. Events typically feature a reflection on current practice. speaker or a panel of speakers, followed by discussion/Q+A. Professionals across all disciplines are invited Engagement through invitations toPro Bono to contribute their expertise, time and participate in ExSJ ProfessionalProfessional resources towards projects in support of Development events and CommunityNetwork communities, social and environmental Forums, as well as collaboration on ExSJ justice

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kristen Moore, University at Buffalo; Rebecca Walton, Utah State University; Natasha N. Jones, Michigan State University

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Diversity

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Culture & Social Justice in Education, Equity

. Routledge, 2019.[18] N. N. Jones, K. R. Moore, and R. Walton, “Disrupting the Past to Disrupt the Future: An Antenarrative of Technical Communication,” Tech. Commun. Q., vol. 2252, no. 4, pp. 211–229, 2016.[19] “Anti-racist scholarly reviewing practices: A heuristic for editors, reviewers, and authors.” 2021.[20] “Five Faces of Oppression* IRIS MARION YOUNG,” 2014.[21] L. Tuhiwai Smith, Decolonizing Methodology: Research and Indigenous Peoples, 2nd ed. New York: Zen Books, 2012.[22] K. Dotson, “Tracking Epistemic Violence, Tracking Practices of Silencing,” Hypatia, vol. 26, no. 2, pp. 236–257, Mar. 2011.[23] I. Young, Justice and the Politics of Justice. Princeton University Press, 2014.[24] K. Chavez

Conference Session

Equity, Culture & Social Justice Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut

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Diversity

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

.pr.Scanlon[13] A. R. Thompson, L. Bethea, and J. Turner, “Faculty Knowledge of Disability Laws in Higher Education: A Survey,” Rehab. Consel. Bulletin, vol. 40, pp. 166-180, 1997.[14] D Zhang, L. Landmark, A Reber, H. Hsu, O. M. Kwok, and M. Benz, “University Faculty Knowledge, Beliefs, and Practices in Providing Reasonable Accommodations to Students with Disabilities,” Remed. Spec. Educ., vol. 31, pp. 276-286. doi: 10.1177/0741932509338348[15] K. Q. Baker, K. Boland, and C. M. Nowik, “A Campus Survey of Faculty and Student Perceptions of Persons with Disabilities,” J. Post. Educ. & Dis., vol. 25, pp. 309-329, 2012.[16] M. A. Moriarty, “Inclusive pedagogy: Teaching methodologies to reach diverse learners in

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jemal Bedane Halkiyo, Arizona State University, Polytechnic Campus; Madeleine Jennings, Arizona State University, Polytechnic Campus; Sultan Bedane Halkiyu, Bule Hora University, Ethiopia; Nadia N. Kellam, Arizona State University, Polytechnic Campus

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Diversity

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

of Factors Affecting Women Participation in Managerial Positions in Selected Public Organizations in Jimma Zone, Oromia, Ethiopia,” 2015.[15] S. Cheryan, E. J. Lombard, L. Hudson, K. Louis, V. C. Plaut, and M. C. Murphy, “Double isolation: Identity expression threat predicts greater gender disparities in computer science,” Self Identity, vol. 19, no. 4, pp. 412–434, May 2020, doi: 10.1080/15298868.2019.1609576.[16] C. M. Jagacinski, “Engineering Careers: Women in a Male-Dominated Field,” Psychol. Women Q., vol. 11, no. 1, pp. 97–110, Mar. 1987, doi: https://doi.org/10.1111/j.1471- 6402.1987.tb00777.x.[17] B. A. Karanian, A. Parlier, V. Taajamaa, and G. Monaghan, “Engineering Emotion : Students tell Stories about

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

career aspirations in engineering,” Proceedings of the National Academy of Sciences, vol. 112, no. 16, pp. 4988–4993, 2015.[16] A. Budiman and N. G. Ruiz, “Key facts about Asian Americans, a diverse and growing population,” Pew Research Center, Apr. 29, 2021. https://www.pewresearch.org/fact- tank/2021/04/29/key-facts-about-asian-americans/ (accessed Nov. 11, 2021).[17] U.S. Census Bureau, “Table: B01001D: SEX BY AGE (ASIAN ALONE),” 2021. https://data.census.gov/table?q=B01001D:+SEX+BY+AGE+(ASIAN+ALONE)&tid=ACS DT1Y2021.B01001D (accessed May 01, 2023).[18] Bureau of Labor Statistics (BLS), “Table 11. Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity,” Labor Force Statistics from the

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Liliana Lozada-Medellin, University of Texas, El Paso; Ivonne Santiago, University of Texas, El Paso; Yuanrui Sang

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Diversity

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

. cities.” Energy Policy 63 (2013) 433–440. http://dx.doi.org/10.1016/j.enpol.2013.09.018 Elsevier, 2018.[7] D. Ouyang, Q. Zhang, X. Ou. “Review of Market Surveys on Consumer Behavior of Purchasing and Using Electric Vehicle in China”. Science Direct. Energy Procedia10502 (20178) 060102–060107 10.1016/j.egypro.2018.09.219 Elsevier, 2018[8] S. Dhar, M. Pathak, P. R. Shukla. “Electric vehicles and India's low carbon passenger transport: a long-term co-benefits assessment”. Journal of Cleaner Production 146 (2017) 139e148. http://dx.doi.org/10.1016/j.jclepro.2016.05.111 0959-6526. Elsevier Ltd. June 2016.[9] P. D. Larson Et Al. “Consumer attitudes about electric cars: Pricing analysis and policy

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

mind, we close the paper by revisiting the title, which highlights that it isnot a mystery what needs to be done to improve equity and enact anti-racism in our STEM doctoralprograms. And, if it is not a mystery, then it stands to reason that the inaction must be intentional.Our hope is that institutions will take note and take action … how many more papers and reportsneed to get written, presentations delivered, calls for equity made, for real change to occur?AcknowledgementsWe gratefully acknowledge our co-constructors for generously sharing with us your livedexperiences and expertise. This work was supported by awards 2100408 and 2100349 from theNational Science Foundation.ReferencesAlexander, Q. R., & Hermann, M. A. (2016). African

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Crystal E. Peoples, Duke University; Alicia Nicki Washington, Ph.D., Duke University; Shaundra Bryant Daily, Duke University

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Diversity

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

science of team science: A review of the empirical evidence andresearch gaps on collaboration in science.,” American Psychologist, vol. 73, no. 4, pp. 532–548,May 2018, doi: 10.1037/amp0000319.[23] Q. Ye, H. Song, and T. Li, “Cross-institutional collaboration networks in tourism andhospitality research,” Tourism Management Perspectives, vol. 2–3, pp. 55–64, Apr. 2012, doi:10.1016/j.tmp.2012.03.002.[24] R. K. Pan, K. Kaski, and S. Fortunato, “World citation and collaboration networks:uncovering the role of geography in science,” Sci Rep, vol. 2, no. 1, p. 902, Nov. 2012, doi:10.1038/srep00902.[25] J. D. West, J. Jacquet, M. M. King, S. J. Correll, and C. T. Bergstrom, “The Role ofGender in Scholarly Authorship,” PLoS ONE, vol. 8, no. 7, p. e66212

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cara Margherio, University of Washington; Anna Lee Swan, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington

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Culture & Social Justice in Education, Equity

underrepresented students in undergraduate science, technology,engineering, and math,” Proceedings of the National Academy of Sciences, vol. 117, no. 12, pp.6476-6483, 2020.[5] C. Baillie, A. Pawley, and D. Riley, Engineering and social justice: In the university andbeyond. West Lafayette, IN: Purdue University Press, 2012.[6] D. Riley, “Engineering and social justice,” Synthesis Lectures on Engineers, Technology, andSociety, vol. 3, no. 1, pp. 1-152, 2008.[7] K. Scheidgen, “Social contexts in team formation,” Historical Social Research/ HistorischeSozialforschung, vol. 44, no. 4 (170), pp. 42-74, 2019.[8] S. C. Hsu, K. W. Weng, Q. Cui, and W. Rand, “Understanding the complexity of projectteam member selection through agent-based modeling,” International

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan

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

, technology, engineering and mathematics,” Int. Entrep. Manag. J., vol. 16, no. 1, pp. 1–15, Mar. 2020, doi: 10.1007/s11365-020-00642-5.[38] F. Beal, Double Jeopardy: To Be Black and Female. New York, New American Library: The Black woman: An anthology, 1970.[39] S. M. Malcolm, P. Q. Hall, and J. W. Brown, “The Price of Being a Minority Woman in Science,” presented at the American Association, 1976.[40] M. Knight, “Race-ing, Classing and Gendering Racialized Women’s Participation in Entrepreneurship,” Gend. Work Organ., vol. 23, no. 3, pp. 310–327, 2016, doi: 10.1111/gwao.12060.[41] E. O. McGee and L. Bentley, “The troubled success of Black women in STEM,” Cogn. Instr., vol. 35, no. 4, pp. 265–289, 2017.[42] L. J

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego; Bryce Fledderman, University of San Diego

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Culture & Social Justice in Education, Equity

gender in engineering," Social studies of science, vol. 30, no. 5, pp. 759-792, 2000.[18] W. Faulkner, "Nuts and Bolts and People' Gender-Troubled Engineering Identities," Social studies of science, vol. 37, no. 3, pp. 331-356, 2007.[19] M. Q. Patton, Qualitative Evaluation and Research Methods, 2nd. ed ed. Newbury Park, CA: Sage Publications, 1990.[20] "Essential Project Design Elements Checklist." https://cpb-us- w2.wpmucdn.com/wp.wpi.edu/dist/e/220/files/2017/06/Essential-Project-Design- Elements-Checklist.pdf (accessed July 2, 2020).[21] L. A. Gelles, S. M. Lord, G. D. Hoople, D. A. Chen, and J. A. Mejia, "Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Qualla Jo Ketchum, Virginia Polytechnic Institute and State University; Marie C. Paretti, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University

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Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

engineering design,” ASEE Annu. Conf. Expo. Conf. Proc., 2013.[3] C. Garibay and R. M. Teasdale, “Equity and Evaluation in Informal STEM Education,” New Dir. Eval., vol. 2019, no. 161, pp. 87–106, 2019.[4] B. Williams, J. Figueiredo, and J. Trevelyan, Engineering Practice in a Global Context. 2013.[5] R. E. Dunlap and K. D. Van Liere, “The ‘new environmental paradigm,’” J. Environ. Educ., vol. 9, no. 4, pp. 10–19, 1978.[6] A. Byars-Winston, “Toward a framework for multicultural STEM-focused career interventions,” Career Dev. Q., vol. 62, no. 4, pp. 340–357, 2014.[7] C. Kivunja and A. B. Kuyini, “Understanding and Applying Research Paradigms in Educational Contexts,” Int. J. High. Educ., vol. 6, no. 5, p

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Mais Kayyali, Florida International University; Mohamed ElZomor P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

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

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Choi Ausman, Virginia Polytechnic Institute and State University; Qin Zhu, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

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

the waves: the usefulness of a pilot in qualitative research,”Qualitative Research, vol. 4, no. 3, pp. 383–402, Dec. 2004.[3] J. C. Harris, “Toward a critical multiracial theory in education,” International Journal ofQualitative Studies in Education, vol. 29, no. 6, pp. 795–813, Jul. 2016.[4] M. C. Ausman and Q. Zhu, “Mixed in Engineering: Introducing Critical Multiracial Theoryto Engineering Education Research,” presented at the 2023 ASEE Annual Conference &Exposition, Jun. 2023. Accessed: Feb. 08, 2024. [Online].[5] S. D. Museus, R. T. Palmer, R. J. Davis, and D. C. Maramba, “Racial and Ethnic MinorityStudents’ Success in STEM Education,” ASHE Higher Education Report, vol. 36, no. 6, pp. 1–140, Jan. 2011.[6] K. A. Renn, “Patterns of