Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Charlotte Dworak, Embry-Riddle Aeronautical University - Daytona Beach; Victoria Minette Belveal, Embry-Riddle Aeronautical University; Kai Jun Chew, Embry-Riddle Aeronautical University - Daytona Beach

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

. His research goal is to promote engineering as a way to advance social justice causes. ©American Society for Engineering Education, 2025 Engineering Students’ Perceptions of the Dynamics between Students and Instructors: A Humanizing PerspectiveIntroduction Dynamics or interactions between students and instructors shape the learning experiencein engineering classrooms [1], [2]. Research has shown that such dynamics can lead to eitherpositive or unpleasant experiences, depending on how the interactions transpire in class. Inhigher education, such dynamics have shown to be shaped by many factors, which include thebanking and transactional nature of education [3], the chilly

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tolulope Iyanuoluwa Abiri, Morgan State University; Ayobami Christianah Dunmoye, Morgan State University; Michael Oluwafemi Ige, Morgan State University; Samuel Sola Akosile, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

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belonging. The findings aim to uncover HBCUs' unique role in fosteringinclusive academic and social environments, especially for IGES. This research offers insights forimproving broadly the international student engagement, integration, and faculty support. Inaddition, the findings will contribute to broader discussions on diversity, inclusion, andintercultural relations in higher education.Key words: Inclusion, Higher Education, Engineering Graduate Students, Sense of Belonging.IntroductionA sense of belonging is widely recognized as a critical factor influencing graduate students’ overallsuccess, mental well-being, and academic resilience [1]-[3]. This sense of belonging can beparticularly significant for IGES, as they often navigate unique

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert P. Leland, Oral Roberts University; Molly Shanahan, Independent artist, advocate, and educator

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

non-disclosureagreement. The purpose of this practice paper is to examine the impact of silencing with non-disclosure agreements, the current legal landscape, and the movements to end their misuse in USHigher Education, including NDAFreeCampus.Attorney Neil Mullin, who represented Gretchen Carlson in her lawsuit against Fox News, said“If you want to eradicate discrimination, harassment and sexual misconduct, you should let thelight of day shine” [1]. The quote is from an article in the Michigan Daily concerning the use ofNDAs by the University of Michigan [1]. The use of NDAs to silence survivors andwhistleblowers stops that light from shining and keeps stakeholders and communities in the dark.NDAs are properly used when they protect privacy

Conference Session

Belonging Across Engineering Environments (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 1)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shaundra Bryant Daily, Duke University; Jessica Sperling; Yerika A Jimenez, Duke University; Amy Arnold; Kelly Perri, Duke University; Victoria Lee, Duke University; Erin Haseley, Duke University

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leads the Applied Research, Evaluation, & Engagement area of Duke University’s Social Science Research Institute.Dr. Yerika A Jimenez, Duke University Dr. Yerika Jimenez is a postdoctoral researcher at Duke University working with the Alliance for Identity-Inclusive Computing Education (AiiCE). Her current research focuses on two primary areas: 1) understanding how to facilitate difficult conversations about diversity, inclusion, and equity (DEI) in computing and 2) understanding how upper elementary students (4th and 5th grades) learn how to debug in block-based programming environments. Specifically, she studies their debugging behaviors, challenges, skills, and ability to articulate their debugging process

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alicia Nicki Washington, Duke University; Victoria E. Callais, Duke University

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

disability status. However, a growing body of literature [1], [2], [3], [4], [5], [6],[7], [8] calls attention to departmental policies and practices that impact students’ sense ofbelonging and abilities to successfully navigate/complete CS majors.This work was motivated by two challenges with existing computing climate surveys. First,departments often develop/distribute organization-specific surveys [9], [10], [11]. These oftenhave no large-scale, cross-organization distribution, analysis, and comparison. Second, the most-used climate survey that provides cross-organization comparison, [the Data Buddies Survey,distributed by the Computing Research Association’s Center for Evaluating the ResearchPipeline (CERP) [1]] has a long completion time

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lekshmi Sasidharan, University of Arkansas; Rajani Muraleedharan, Saginaw Valley State University; Tina Thomas

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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

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Haiying Long, University of Kansas; Stephen Secules, Florida International University; Jingjing Liu, Florida International University; Julian Rodrigo Sosa-Molano, Florida International University; Joseph Ronald Sturgess, Florida International University; Bruk T Berhane, Florida International University

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

statusstudents. While broadening participation often focuses on cultural marginalization of thesestudent groups, there are other broader structural issues and life circumstances that affect theireducational access and outcomes. In general, and in this study, we aim to further establish howBlack, Latinx, and lower socioeconomic status students are more likely to study part-time, beolder, be a parent, and support others while attending school—in short, they are more likely to be“post-traditional” students. While higher education literature has interrogated these post-traditional student categories more thoroughly, engineering education has done less to establishand interrogate this intersection.More specifically, in this study, we focus on 1) classifying

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Figard, University of Georgia

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and Design from Arizona State University (ASU), an M.S. in User Experience from ASU, and a B.S. in Industrial Engineering from North Carolina State University. ©American Society for Engineering Education, 2025A Scoping Literature Review on Disabled Student Experiences in EngineeringUndergraduate Programs (WIP)Abstract This work-in-progress details the methods from a scoping literature review (ScLR)conducted to elucidate the current landscape, trends, and potential gaps in the literaturesurrounding the experiences of disabled students in engineering undergraduate programs. Thestudy was grounded in four central inclusion criteria: (1) disabled student, (2) engineeringeducation, (3) lived experience

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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’ ofneurodiversity argues that having a high level of diversity in how we process information isevolutionarily advantageous, and preferential in comparison to a population of people whoprocess information in the exact same way. [1]Previous research considering mental health and teamwork generally focuses on how teamworkcan be used to improve mental health [2] and learning outcomes in classes. However, there islimited research on how mental health is impacted by team-based learning, nor is there muchinformation on how neurodivergent students experience teamwork. Research also consistentlyshows that individuals with neurodivergent traits have a higher prevalence of mental healthconditions [3], which suggests that this potential comorbidity should be

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Juan Sebastián Sánchez-Gómez, Universidad El Bosque; Maria Catalina Ramirez; Pedro Guillermo Feijóo-García, Georgia Institute of Technology; Fidel Mauricio Ramírez Aristizábal, Universidad el Bosque; Liliana Ahumada, Universidad el Bosque

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, 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

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Roneisha Wynette Worthy, Kennesaw State University; Preethi Titu, Kennesaw State University

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

integrated equity and sustainability into engineeringpractices. Faculty outcomes highlighted shifts toward justice-oriented teachingstrategies and identified opportunities for institutional support to sustain theseefforts. This study underscores the transformative potential of embeddingsustainability and social responsibility into engineering education, even amidpolitical resistance to DEI initiatives. By framing the classroom as a terrain ofstruggle and a site of possibility, the EOP framework advances the goal of preparing engineers to lead with equity and sustainability at the forefront of their work.I. IntroductionA. Background and Rationale(1) Importance of Embedding Social Responsibility in Engineering EducationEngineering

Conference Session

Marginalization, Identity, and Student Development (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 9)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Donna M Riley, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte; Susannah C. Davis, University of New Mexico; Eva Chi, University of New Mexico

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modeling. Resultsindicate that design-focused interventions significantly enhanced students’ sense of belonging,identity, and perceptions of cultural compatibility within engineering, compared to scaffolding-focused interventions. These findings underscore the importance of design-focused pedagogyand inform faculty interventions to support equity-centered teaching practices.Introduction and research purposeMuch faculty development work positions faculty as “resistant” to change [1, 2]. We argue thatthis is a problematic and unproductive stance when seeking to promote asset-oriented,emancipatory teaching approaches. While it is understandable that faculty developers and changeleaders might experience frustration in the face of pushback, treating

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jacob Pleasants, University of Oklahoma; Moses Olayemi, The University of Oklahoma; Brandon Scot Abbott, University of Oklahoma; Jacqueline M. Vadjunec PhD, University of Oklahoma

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1Engineering Just Futures: Preparing Engineers to Integrate Technical, Sociocultural, and Environmental Perspectives [Work in Progress]Engineers of the future need to not only be technically skilled but also able to address complexproblems that include social, cultural, ethical, and environmental dimensions. Undergraduateengineering education therefore needs to prioritize the diverse skills needed for complex problem-solving practice [1]-[3]. Traditionally, undergraduate engineering education programs havefocused on technical training in the engineering sciences, to the exclusion of broader concerns [4]-[6]. There are, however, a growing number of programs that aim to expand engagement withsocial, cultural, and environmental

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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

Engineering. ©American Society for Engineering Education, 2025 Using student-led case studies in engineering to build cultural awareness, self-knowledge, and ethical engagementAbstractThe purpose of this practice paper is to share initial reflections and several samples of studentwork from a newly developed activity sequence for engineering courses in which sociotechnicalcase study development is student-led. Case study engagement is a valuable way to groundengineering technologies in real-life contexts so students can examine the social implications ofengineering work [1]. Currently, the integration of case studies in engineering classrooms isalmost entirely teacher-led, where a prepared study is given to the

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lucy Arellano Jr., University of California, Santa Barbara; Margarita Rodriguez, University of California, Santa Barbara

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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

Conference Session

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jabari Kwesi, Duke University; Morgan bernstein, Duke University; Reagan Lenora Razon, Duke University; Andre Luis Barajas, Duke University; Brean Elizabeth Prefontaine, Duke University; Victoria E. Callais, Duke University; Shaundra Bryant Daily, Massachusetts Institute of Technology; Alicia Nicki Washington, Duke University

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Paper ID #46099Student Understandings of Race and Racial Bias in Computing EnvironmentsJabari Kwesi, Duke UniversityMorgan bernstein, Duke UniversityReagan Lenora Razon, Duke UniversityAndre Luis Barajas, Duke UniversityDr. Brean 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

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Stephanie Masta, Purdue University at West Lafayette (PPI)

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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

Supporting Students and Faculty in Computing (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 7)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sophie Marie Martyrossian, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Gabriel Medina-Kim, Rensselaer Polytechnic Institute; Lizabeth L Thompson P.E., California Polytechnic State University, San Luis Obispo; Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo

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Architecture), and additional emphasis on CPU performance. ● “Microcontrollers & Embedded Applications” is an introductory class in microcontrollers and how they are used in embedded devices. The course includes projects that demonstrate the relationship between hardware and software using the C programming language.By examining these course syllabi, this paper seeks to uncover differences in pedagogicalchoices through the lens of an inclusive learning environment.ASEE reports show that women earned 13.3% of CPE bachelor’s degrees in 2018, rising to14.9% in 2023, compared to 21.9% and 24.6% across all engineering fields, respectively [1, 2].While CPE has lower representation of women than national averages, the

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy A. Magruder Waisome, University of Florida; Jerrod A Henderson, University of Houston William A. Brookshire Department of Chemical & Biomolecular Engineering

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alignment with its mission,several pillars point to the need for introspection of constituents and how they engage with thesesystems to acknowledge, explore, and share how we contribute to the enactment of equity,culture, and social justice. Participatory action research (PAR) emphasizes the involvement ofstakeholders throughout the research process to ensure both accuracy and relevance. By focusingon context-specific action, PAR provides a valuable way to elevate participants’ voices duringresearch and intervention development [1]. It also helps ensure that the perspectives of thosedirectly engaged in the work are included in the analysis [1].In this arts-based research paper, we explore the experiences of engineering student researchersthrough

Conference Session

Interrogating Race, Caste, and Power (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 4)

Collection

2025 ASEE Annual Conference & Exposition

Authors

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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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

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

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with Disability Act [1] requires educational institutions to provideaccommodations to students with diagnosed physical, mental, and psychological disabilities.Accommodations for students with physical disabilities may include braille texts, accessibleclassrooms, or transcripts. Mental disabilities such as learning disabilities, ADHD, or autism mayhave accommodations such as extended time for tests and assignments, reduced distractions, andnote-taking services. More excused absences, extended time, and a reduced course load mayaccommodate psychological disabilities such as depression, anxiety, and bipolar disorder. [2]Accessing accommodations in higher education is not straightforward. Many students remainunaware of available resources and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

David C. Mays, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Priscilla Hwang, Virginia Commonwealth University; Cassandra J McCall, Utah State University; Stephen Secules, Florida International University; Maribel Vazquez, Rutgers, The State University of New Jersey; Kelsey Watts, University of Virginia

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, explaining that the initially silent think step is deliberately included toencourage participation by quieter participants. Through two cycles of think-pair-share, thegroups considered two questions: • Question 1: What do new engineering faculty need to know about inclusive teaching at your institution? • Question 2: How can a welcome academy convey this content actively, compellingly, and effectively?Participant responses were recorded by the facilitator on flipcharts provided by the meetingorganizers, and have been reproduced verbatim in Boxes 1-2, then sorted to list the notes in alogical order for presentation. During this brief workshop, participants generated a preliminary syllabus (Box 1) and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alexandra DakotaTomi Brunson, Colorado School of Mines; Jon A. Leydens, Colorado School of Mines; Elizabeth A. Reddy, Colorado School of Mines

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Colorado School of Mines. She is a social scientist, holding a PhD in cultural anthropology from the University of California at Irvine. ©American Society for Engineering Education, 2025 Grounding Change: Exploring Ambiguity in Geophysical Methods to Foster Decolonized Thinking in Engineering​IntroductionCalls for decolonizing curricula have underscored the need for integrating diverse ways ofknowing into educational approaches [1], [2], [3], [4], [5], [6]. However, more research isnecessary regarding how to cultivate critical consciousness and shift entrenched mindsets amongstudents to make decolonizing engineering possible [7][8]. Efforts to expand students’ criticalconsciousness in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Clausell Mathis II, Michigan State University

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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

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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activities can bring more individuals into a safe space tolearn about the different lived experiences of their peers and future coworkers. Additionally, thesocial alienation that occurs in these trainings at the detriment of the numerically smallminoritized populations in STEM makes the spaces feel even more exclusionary, creating anissue that needs to be addressed. These topics will be elaborated on further in the coming paper.Throughout this paper, the focus will be on discussing the 1) development of accessibleassessments, 2) safety in DEIA program building to protect minoritized students in majoritywhite (and specific Asian ethnicities) male training spaces, 3) creation of accessible trainings, 4)adjustment of methods moving forward, and 5

Conference Session

Identity, Experiences, and Perceptions (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 2)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, The University of Illinois at Chicago; Melissa Espindola, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Houshang Darabi, University of Illinois Chicago

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: How do first-year studentsreflect on their engineering/computing identity in light of other social identities?Literature ReviewIn the last 10 years, engineering identity has become a vastly researched construct in theengineering education community, with much of its foundation rooted in the science identitymodel [1]. Research on this topic has drawn from various disciplines, including psychology andsociology. Reviews of literature on engineering identity have examined engineering identity as aunilateral framework, with relatively few studies examining its intersections with otherdimensions of identity [2]. This growing understanding of engineering identity provides aframework for examining the experience of marginalized identities, including

Conference Session

Transformative and Just Futures in Engineering (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 11)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Ramos-Chavez, University of Texas at El Paso; Jennifer L. Taylor, University of Colorado Boulder; Ivonne Santiago, University of Texas at El Paso

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

Engineering at the University of Texas at El Paso (UTEP) and the Co-Director of the NSF Engineering Research Center for Advancing Sustainability through Powered Infrastructure for Roadway Electrification (ASPIRE). She is deeply committed to advancing equity, particularly in providing access to safe drinking water and promoting clean transportation solutions as catalysts for social mobility. Through her work, she actively advocates for these causes and engages her students in hands-on learning experiences at local, regional, and international levels. Dr. Santiago’s expertise spans four key areas: 1. Equity and Environmental Impacts of Clean Transportation and Electrified Infrastructure: Dr. Santiago ensures that the voices

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary; Laleh Behjat, University of Calgary

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

entwined relationship between engineering and societal structures, which bell hooks coined as “imperialist, white supremacists, capitalist, patriarchy” [1]. However, engineering and engineers are not apolitical [2], [3]. The decisions engineers make—what to design, how to design it, and for whom—are deeply intertwined with societal

Conference Session

Understanding Concealable Stigmatized Identities (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 10)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Cole Thompson, Purdue University at West Lafayette (COE); Adrian Nat Gentry, Purdue University at West Lafayette (COE); Kerrie A Douglas, Purdue University – West Lafayette (College of Engineering); Julie P Martin, University of Georgia; Fio Bahr, Purdue University at West Lafayette (COE)

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., Virtual Community of Practice email listserv through the American Societyof Engineering Education). The research team found a large portion of participants wererecruited through snowball sampling, specifically snowball recruiting from local oSTEMorganizations at institutions across the U.S.The research team collected participant interest and demographic information through an interestsurvey that asked participants to self-identify their gender, race/ethnicity, geographic location,work setting, current employment and career stage. They specified their work setting as (1)academia or education, (2) nonprofit, (3) industry, (4) government or military, (5) none of theabove or (6) fill in the blank other. The team collected in-depth information on