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

Tagged Topics

Diversity

Tagged Divisions

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

interdependence among the group members.At this point in the term, teams may not have fully established norms or agreed oncommunication methods.Teams with students requiring accommodations had nearly double the number of comments oncommunication challenges and poor team dynamics compared to their peers. One student noted,“I think we could probably have more communication between members while writing thereport. We’ve been dividing and conquering sections of the lab report, but I think a lot of thestuff should be more cooperative in nature amongst sections.”when reflecting on early struggles. Another mentioned:“My group mates stopped working at about 8:30 pm on Friday night when the report was due.The report was not done. I believe they think they had

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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Diversity

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

Paper ID #47975Exploring the Role of Peer and Faculty Interactions in Shaping the Sense ofBelonging among International Graduate Engineering Students (IGES) at anHBCUTolulope Iyanuoluwa Abiri, Morgan State University Tolulope Abiri is a graduate student in Civil Engineering at Morgan State University, where he also serves as a Research Assistant. He holds a bachelor’s degree in Civil Engineering from the Federal University of Technology, Akure (FUTA). His current research focuses on the sustainability and resilience of transportation infrastructure in the face of sea level rise, with a particular emphasis on coastal

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiaping Li, University of Michigan; Robin Fowler, University of Michigan; Mark Mills, University of Michigan

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Diversity

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

Paper ID #43142Board 115: Examining Engineering Students’ Gender and Racial Effects inCollege Course Team Peer Assessment: A Quantitative Intersectional ApproachMiss Xiaping Li, University of Michigan Xiaping Li is a Ph.D. candidate in Engineering Education Research at the University of Michigan. Her research interests include faculty development and change, neurodiverse college student learning experiences and outcomes, international students in engineering, and cognitive sciences. She holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.Dr. Robin Fowler, University of Michigan

Conference Session

Reimagining Pathways: Nurturing Diversity and Identity in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary

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Diversity

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

thesis significantly transformed from these reciprocities. Writinggroups such as these have been shown to create a “community of discursive social practice” thatsupports peer learning and peer review (Maher et al., 2008, p. 263). Through this process ofcollective learning via dialogue and relationships, I explored and built on greater complexitiesand theories in my final thesis than I would have been able to achieve as an individual. But itwent beyond the theories, I also gained confidence in being able to do this paradigm shiftingwork with others—in knowing that, regardless of the pushback and the number of uphill battles Ihad to fight, that I wasn’t alone in this work.And an amazing thing happened: I began to learn through writing. I never

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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

. ResultsNonbinary Identity Supports FrameworkInterviews revealed how nonbinary STEM graduate students utilized their social networks(consisting of TNBGNC, cis and nonbinary alters) to obtain identity-based expressive support inthe form of validating their gender identity and encouraging them to persist in their graduatestudies, as well as instrumental support in the form of advice on navigating STEM environments,writing articles, and preparing for conferences. The nature of support that they received wasdistinctly different from cisgender alters (faculty and peers) and nonbinary alters (peers). In thefollowing paragraphs, we depict how participants described receiving identity-based support(i.e., affirmation, advocacy, insider knowledge, and kinship) from

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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Diversity

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

Black, can cause mental and emotional harm[11]. Minoritized students are placed in situations in which they have to listen to peers askquestions about their very humanity and outdated misassumptions about intelligence, athleticprowess, and laziness, among others. The same can be said for trans and queer students,immigrants and children of immigrants, students with disabilities, and others. It is finding simpleways to address this normalization of social violence that occurs in DEIA research and educationspaces, along with the integration of what people consider “common” disabilityaccommodations, that we seek to discuss via curriculum and training methods for the remainderof this paper.Outline of ProgramAt the time of writing, the BASE Camp

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Alec Jon Bauer, Clemson University

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Diversity

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

learners’ experiences relative to theirneurotypical peers. The pilot findings guided evidence-based revisions, and a refined survey was deployed inFall 2024. From that survey’s respondents, STEM majors who identify as neurodivergent were invited toparticipate in interviews about their experiences transitioning to online learning during and after the COVID-19pandemic. Institutional Review Board (IRB) approval was secured for this work-in-progress study, andparticipant interviews are underway at the time of writing. In these interviews, participants describe theirexperiences with remote learning, emphasizing the challenges encountered and adaptive strategies employedthroughout the transition from in-person to online education. Aligned with the

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sage Maul, Purdue University; Kirsten A. Davis, Purdue University; Senay Purzer, Purdue University; Ruth Wertz, Purdue University

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Diversity

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

questions to see what kinds of disabilities you want to include in your research. What populations of students do you want to investigate? What circumstances? 3. Disabled people are often asked to do work for less compensation than their able-bodied peers (e.g. there is a lower minimum wage for workers with disabilities [61]). Compensate your participants. If you don’t have funding to pay participants, what other ways can you engage in reciprocity with them? Can you help them change some institutional structures? Can you write them letters of recommendation? There are many ways to show participants you value their time and energy. 4. Many disabled students have negative experiences talking to faculty about

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon D. Barker, University of Virginia; Kenya Crosson, University of Dayton; Victoria E Goodrich, University of Notre Dame; Jordan Jarrett, P.E., Colorado State University

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Diversity

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

improve the field’s diversity, adaptability, and competitiveness, the Year of Impact on Racial Equity is focused on creating organizational change to address the culture, policies, and racial and ethnic representation within engineering student organizations, colleges of engineering, and pre-college outreach efforts. These 12 months will move us beyond action to focus on the impact of the actions we take. We expect that actions in these domains will result in three concrete forms of impact: (1) empowered engineering student organizations, which will make engineering education more inclusive at the level of peer-to-peer interactions; (2) actionable organizational policies and effective practices

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Masta, Purdue University, West Lafayette ; Janelle Grant, University of Illinois, Urbana-Champaign; Cara Margherio, University of Washington; Darryl Dickerson, Florida International University; Matthew W. Ohland, Purdue University, West Lafayette ; Alice L. Pawley, Purdue University, West Lafayette

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Diversity

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

students.BackgroundIt is well established that teaching undergraduate students, particularly engineering students, howto work in teams is important [7], [8], difficult [9], and worth doing because students canimprove [10]. Teamwork assessment tools like CATME (a web-based peer evaluation tool foundat catme.org) can help instructors identify teaming problems amongst students [11], [12].Challenges remain, however, for instructors of large courses who want to address such problemsin getting enough of the right kind of information to effectively intervene to help studentsimprove their teamwork skills, and then knowing how best to coach teams exhibiting evidence ofdysfunction.Researchers have established the outsized burden that minoritized teammates carry

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pheather R. Harris, University of California, Irvine; Dianne G. Delima, University of California, Irvine

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Diversity

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

exclusionary learning environments and curricula, lack of facultymentorship and role models, and lack of a supportive peer group (see [4]-[6] research findings onthese topics). For these reasons, there is a steep decline in the number of Black and Hispanicstudents graduating with a STEM degree from Baccalaureate institutions [7]. Classroom culture is shown to have a significant impact on the success of Black andHispanic students in higher education and in STEM in particular. Specifically, when Black andHispanic students feel like they have learning and supportive spaces to develop their STEMidentities, they are more likely than their peers who do not have access to such spaces toacademic persist in the STEM field [8]. However, Black and

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

Nagma Zerin, The Johns Hopkins University; Melo-Jean Yap, The Johns Hopkins University; Hexin Bi, The Johns Hopkins University

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Diversity

Tagged Divisions

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

technical writing skills, which are often not demonstrated in traditional exams. We emphasized developing connections that can facilitate belonging. We focused on buildingconnections between students and four other factors: the professor, the course content, the peers,and the ChemBE major. Connection between students and the professor can be fostered throughthe professor’s display of care and support [17]. Understanding the relevance of the courseworkthrough real-world applications can promote connections with the course content and the major.Participating in cooperative learning can provide opportunities to interact with peers and facilitatepeer connections.Supportive Classroom in Cell Biology for Engineers During the course introduction, the

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

,these processes are determined by external processes, i.e. environmental and behavioralinfluences, such as the learning climate (the environmental factors), and encouragementfrom a teacher or peer and positive outcomes from previous learning (the socialconversion factors); and third these three processes are reciprocal. Reciprocality does notequal symmetrical or bidirectional influences. Rather, it stresses: (1) one can use personalprocesses to ‘strategically regulate behavior and the immediate learning environment’,where the feedback can in turn influence the person’s covert process[14]; (2) theinfluences of externally social experiences and environments are important to internallypersonal processes[15]; and (3) ‘Behavior is, therefore, a

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

, students are subject to widely held human psychologicalneeds: the desire for esteem and recognition in the eyes of their instructor and peers, and the evenstronger influence of their fears of negative evaluation. Grades provide a standardized andstructural means of providing this recognition or judgment. All too often, instructors use gradesas one of the sole means to give students feedback, without attention to coaching and other formsof feedback not tied to the “carrot” or the “stick” of a specific grade.As grades represent a point of continuous and structurally endorsed feedback for students, themessaging sent by the grade that students receive can overwrite their own self-concept, i.e.whether they are good at the subject matter or have the

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

Motahareh Darvishpour Ahandani, Arizona State University, Polytechnic Campus; Precious Njeck, Arizona State University, Polytechnic Campus; Ogochukwu Nwabueze Okoani, Arizona State University

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Diversity

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

particular topic and create new knowledge (Walther et al., 2017). We utilize 4this approach to examine the social, cultural, and political factors that impact the wellness ofinternational students in graduate education.ParticipantsThis study has a total of three participants, who also double as the authors of the paper. They areall Women of Color and international students in a PhD program at Southwestern HSI Universityin the U.S.ProcedureThe process began with each author writing a two-page reflection addressing the prompt: Write areflection on how social, cultural, and political factors affect your overall experiences andwell-being as an international

Conference Session

For Students to Know and Grow

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; Stephanie Sheffield, University of Michigan; Caitlin Hayward, University of Michigan; Trevion S. Henderson, University of Michigan; Rebecca L. Matz, University of Michigan

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Diversity

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Culture & Social Justice in Education, Equity

heightened risk ofreceiving disconfirming messages regarding whether they belong in academic spaces.In response to these inequities in students’ teamwork experiences and to create a more inclusiveclassroom, in a scholarship of teaching and learning (SoTL) approach [13], we began collectingstudent information throughout a team-based design project to better understand potentiallyfraught experiences (e.g., to what extent did you feel your ideas were heard and taken seriouslyin the team meeting?) as well as relating that information to more typical peer and self-assessments.Recognizing that power is unevenly distributed within teams, and wanting to forward a moresocially just classroom, we added critical readings highlighting ways that power and

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)

Tagged Topics

Diversity

Tagged Divisions

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

emotional and instrumental support (see [12] - [15]). However,much of this research generalizes the larger LGBTQ+ experience and relies on establishedframeworks utilized in the STEM and engineering education space (e.g., queer theory, socialcapital theory). Therefore, outside of a select few exceptions (see [16], [17]), the research oftrans scholars in trans studies has seldom been utilized to understand the lived experiences of ourTNBGNC peers in STEM. We believe that the use of trans studies frameworks andmethodologies in STEM and engineering education research with the TNBGNC community canenrich current discourse by fostering a deeper understanding of the transgender experience andcreate pathways to transform educational practice.If we, as

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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Diversity

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Culture & Social Justice in Education, Equity

were loaded into Dedoose qualitative software; we applied open coding,selective coding, and theoretical coding [20], [21] to analyze the data. Throughout this process,memo-writing was used to identify emergent themes and explicate findings [22], [23]. Thecoding scheme includes the following parent codes: unified voice, group agency, organizational 3character, emotional investment, interpersonal rapport, and role of the RED consortium. For thepurpose of this paper, we focus primarily on unified voice and group agency, taking intoconsideration where and when codes within these two categories intersect with codes within theother categories as well as

Conference Session

Redefining Inclusivity: Embracing Neurodiversity in Engineering and Computing Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Delanie Robertson, Clemson University; Leila Elizabeth Williams; Kylie Nicole Avitabile, Clemson University; D. Matthew Boyer, Clemson University

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Diversity

Tagged Divisions

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

about us without us. Havingneurodivergent and neurotypical researchers collaborating on work focusing on neurodivergencehas been an exciting and effective way to explore our biases and subjectivities.Literature ReviewThere is a shortage of thorough research on the implications of neurodiversity in highereducation; however, research is fertile on the experiences of neurodivergent students in primaryand secondary school. Neurodivergent learners are often framed in unfavorable comparison totheir neurotypical peers, e.g., they struggle to focus in class, keep their possessions organized,follow instructions, and develop proficient writing skills related to their neurotypical peers [4].Of course, not all people who identify as neurodivergent learners

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

Tagged Divisions

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

disagreed nor agreed or strongly disagreed that theyhad a positive relationship with their research professor/mentor. Both ND and NT participantsresponded similarly to having laboratory peers who collaborate and support each other(Figure 3B). It is well documented that academia has an ableist problem; however, our dataindicate that ND students feel supported by their peers [4]. This is a very positive finding wheremost studies highlight the negative experiences of ND students [22].Figure 2: Research Demographics related to all participants (96 participants) separating outthe type of research conducted and whether the research was volunteer, credit-bearing, or paid.Neurodivergent participants had a larger percentage indicated strongly agree or agree

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo

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Diversity

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Culture & Social Justice in Education, Equity

understanding Clean Water Access in the US.In the Analyze section, the students determined what sort of calculations, including economic, andvisuals were need to tell the story of Clean Water Access and present the data. By the end of theEngage and Analyze sections, students’ goal was to ensure that other readers could understandconflicting sides of the issue in the report.For the Reflect section, students were asked to write individual reflections on what they hadlearned in the Engage and Analyze sections. Here they answered the following questions. “Whatare your opinions about the issues?” “How did your opinions change while doing the assignmentand discussions compared to what you thought or knew about the topic before the project?” “Isthere a

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

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

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Diversity

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

,well-being, and lives of graduate students. It can support us in interrupting harmful interpersonal practicesand modeling supportive practices.ApproachData was collected through two phases of exploratory semi-structured qualitative interviews with sevenparticipants under the University of Colorado Boulder IRB protocol 21-0217. The participants andmethods are fully discussed in Beardmore [6]. Participants included STEM graduate students whoself-identified as being disabled or having one or more disabilities. This paper does not present the resultsin ordinary prose, that is, writing that follows a basic grammatical structure organized into sentences andparagraphs [7]. Instead, it presents an amalgamation of the participants' paraphrased quotes

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer Ackerman, Texas A&M University; América Soto-Arzat, Texas A&M University; Christine A Stanley, Texas A&M University; Reuben A Buford May, University of Illinois at Urbana - Champaign

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Diversity

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

and minority protégés participating in the LouisStokes Alliance for Minority Participation (LSAMP) program in Science, Technology,Engineering, and Mathematics (STEM) across four different universities within a statewideuniversity system, in the United States of America, to learn the following regarding mentoringrelationships for minority STEM students: (1) how students respond to ideas and projects, (2)how students conquer challenges and respond to setbacks, (3) how students set and pursue theiracademic goals, (4) how students describe their undergraduate research mentoring relationshipwith peers and professors, (5) how students maintain their focus in a professional developmentprogram such as LSAMP, (6) how students characterize and describe

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bailey Bond-Trittipo, Florida International University; Stephen Secules, Florida International University; Jocelyn Garcia; Maria Oralia Tinoco Alegre, Florida International University; Malak Elaouinate, Florida International University; Andrew Green, Florida International University; Andres TREMANTE

Tagged Topics

Diversity

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

enactment of liberatory pedagogy is discussed through the perspectives of JEDIalumni.2. Literature ReviewThis section includes a review of literature focused efforts that seek to improve the experiencesof marginalized undergraduate engineering students or support them in creating change in theirlocal university or community context.2.1. Student Support ProgramsPrevious scholarship indicates that interventions offered by diversity engineering programs(DEPs) and minority engineering programs (MEPs) can improve marginalized students’undergraduate experience [1]. In particular, both faculty and peer mentorship programs forhistorically oppressed students have been identified as powerful support mechanisms inundergraduate engineering education [2

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eleazar Marquez, The University of Texas, Rio Grande Valley; Samuel Garcia, The University of Texas, Rio Grande Valley

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Diversity

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

? Concepts Question 2: What do you think about the examples Effectiveness of Peer Collaboration and solved in class collectively as group? Engagement Question 3: What is your opinion on the instructor Increased Understanding and Confidence using visual supplements when solving problems? Question 4: What do you think about the rigor of Embracing the Challenge and Valuing this course compared to others? Rigor Question 5: What did this class teach you about Increased Knowledge of Dynamic Nature Engineering? of EngineeringCollectively, the themes that emerged in the study provide insight into students’ experiences withthe approaches and technique implemented by the

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

take away from this module), instructional strategy (the in-class activities forEJ Week), and forms of assessment (the homework assignment and project deliverable associatedwith the module’s learning objectives). In exchange for their increased educational labor comparedto the rest of the course, students who self-select to take part in the cogen would be able to dropone homework assignment from their final grade. Ultimately, four students—Danielle Gan, Patrick Paul, Justyn Welsh, and Thomas Pauly—offered to take part in the EJ cogen, writing to Anna about their prior experience with leadingclimate discussions. Danielle, a young woman of color pursuing a minor in global environmentalchange, had taken numerous courses about environmental

Conference Session

Breaking barriers, building futures: Narratives of equity and inclusion in STEM education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati

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Diversity

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

Students; Engineering1 IntroductionStudents undergo various experiences during their college years that influence and shape theiridentities. Negative interactions within those experiences can affect the mental functioning andwellbeing of the students. These negative experiences result in high levels of distress that maynot be clearly visible to peers or faculty but can have significant impacts within their collegiatechoices. Available research indicates that approximately 50% of students display alarming levelsof stress, anxiety, and depression [1], [2]. This statistic is an indicator of a mental health crisisthat could be ravaging higher education institutions. Recent engineering education research(EER

Conference Session

Critical Conversations on Being Valued

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Gwen Blosser, University of Louisiana at Lafayette

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Diversity

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Culture & Social Justice in Education, Equity

that uses systematic but flexible guidelines to collect data often through interviews or theanalysis of texts. The researcher then analyzes data through coding and memo-writing. The goalof this method is to develop theories or provide new insights into social phenomena.Constructivist grounded theory recognizes that multiple perspectives and social realities existand promotes ongoing analysis and an openness to emerging ideas. Charmaz’s method alsoacknowledges that the researcher plays an active role in the research. As she explains, the resultsmust be firmly grounded in the data, however, the researcher and the research participants arenot external to the process. For example, researchers determine which questions to ask ofrespondents or which

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kenya Z Mejia, University of Washington; Hailee Kenney, University of Washington; Tiffany Dewitt, University of Washington; Jennifer A Turns, University of Washington

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Diversity

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

major for her. In engineering, where the cultural perspective is that a stereotypical student is white and male, students often have the unconscious bias that gives white, male students the benefit of the doubt, assuming they are smart and experienced. Socially, Black and brown women are stereotyped as angry or loud. Jamie’s awareness of this stereotype makes her think twice about speaking up. Additionally, disciplinary power also makes her reconsider speaking up— engineering courses are built on teamwork. If she were to speak up and was not supported by her peers because they did not notice anything happening, and her professor mentioned that she should just learn to deal with team dynamics, she

Conference Session

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

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chintam, Northwestern University; Alexis N. Prybutok, University of Washington; Chloé M. Archuleta; Adrien Deberghes; Beth DiBiase; Ruihan Li; Jeffrey Richards; Linsey Seitz; Jennifer Cole, Northwestern University

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Diversity

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

relevant to the coursetopic but focus discussion on societal impact.Nevertheless, implementing social justice into courses and curriculum cannot be done in avacuum. The classroom climate can dictate whether these changes will be successful or not.There are some strategies that can help in cultivating the environment necessary for productiveengagement with social justice concepts. Inclusive teaching practices can set the tone forconversations about ARDEI in the classroom. Incorporating strategies such as Universal Designfor Learning (UDL), diverse perspectives and course materials, and peer learning activities helpmake the classroom climate accessible to all learners [24]. In addition, having instructorsreflecting on their own identities and biases