Conference Session

Track: Special Topic - Identity Technical Session 9

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Maria Luz Espino M.A., Iowa State University ; Sarah Rodriguez, Iowa State University

Tagged Topics

Diversity, Special Topic: Identity

Conference Session

Track : Special Topic - Identity Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity, Special Topic: Identity

is one of the largest factors influencing a student’s decision to leaveengineering [1]. This can often be exacerbated for underrepresented students when compoundedwith existing structural and systematic issues such as the lack of visible professional role models,exposure and/or access to science, technology, engineering and math (STEM), under-resourcedpublic schools and inadequate preparation to matriculate into a university-level engineeringprogram. Efforts to answer the call to increase diversity and inclusion in engineering should startwith an understanding of how people from groups marginalized in engineering experienceengineering. Experiences in engineering include reception to the curriculum, classroomdynamics, interactions with

Conference Session

Track: Special Topic - Identity Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Cara Margherio, University of Washington; Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Joyce Yen, University of Washington; Marie Claire Horner-Devine; Eve A. Riskin, University of Washington; Julie Ivy, North Carolina State University; Christine S. Grant, North Carolina State University

Tagged Topics

Diversity, Special Topic: Identity

pre-event emails to them,with attention to tone-setting, language, and expectations. We hold two virtual officehours to discuss expectations with them. When we have returning panelists, they arealso able to peer mentor each other. In all of these communications, we remind them(1) to share their professional AND personal story and (2) to describe their stories as“this is how it is for me” and not “this is how it is”. During these trainings for thepanelists, we will be more explicit about issues pertaining to intersectionality andpower.The second modification will be to incorporate the pedagogical tool of caucusing, inwhich participants suggest the social identities they wished to caucus around (e.g.,Black, Spanish-speaking, first-generation

Conference Session

Track: Special Topic - Identity Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Andrea Haverkamp, Oregon State University; Ava Butler, Oregon State University; Naya Selene Pelzl; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Qwo-Li Driskill, Oregon State University

Tagged Topics

Diversity, Special Topic: Identity

the project’s primary investigators. Using a resiliencyframework and critical autoethnographic analysis, the primary focus is on the ways thesestudents have formed support systems and their perception of the social landscape inengineering. Through exploring how students persevere through their programs we may uncoverpoints of intervention to strengthen these support systems.Introduction The 2018 STEM Inclusion Study reported that lesbian, gay, bisexual, transgender, andqueer (LGBTQ+) individuals perceive having their ability devalued and given less respect thanthat of their peers, and experience a chilly, discriminatory climate [1]. This study added to thegrowing body of literature which show LGBTQ+ individuals are navigating a chilly

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Susan M. Lord, University of San Diego; Catherine Mobley, Clemson University; Michelle M. Camacho, University of San Diego; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity, Special Topic: Identity

multiple dimensions of identity using an intersectional lens toanswer three research questions: 1) Why did BSVEs join the military? 2) Why did BSVEschoose engineering? and 3) How do BSVEs enact their veteran, engineering, and racial identitieswhile in school? We find that family influences, a desire to be part of something bigger thanthemselves, and economics were factors in BSVEs’ decision to join the military. Technical jobsin the military that often included exposure to engineers and engineering problems led them tothe belief that as engineers, they would be able to solve many of the problems they faced whilemaintaining military hardware. All seven BSVEs claimed that their military and engineeringidentities were central, or nearly so, to their

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

J. McLean Sloughter, Seattle University; Agnieszka Miguel, Seattle University; Mara Rempe, Seattle University; Katie Kuder P.E., Seattle University

Tagged Topics

Diversity, Special Topic: Identity

 impacts of transfer versus first‐time‐in‐college status, students’ prior mathematics and science background, and pressures related to differing levels of unmet financial need [1].  URM‐identifying students tended to show shorter time to graduation than non URM‐identifying students. Female‐identifying students tended to show shorter time to graduation than male‐identifying students. Students who did not graduate tended to have higher levels of unmet financial need, particularly URM‐identifying students. Female‐identifying and URM‐identifying graduates tend to have lower financial need than their male‐identifying or non URM‐identifying counterparts. Moderate unmet financial need did not seem to be detrimental to graduation. Female‐identifying

Conference Session

Track : Special Topics - Identity Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette ; Cassandra J. Groen-McCall, Virginia Tech

Tagged Topics

Diversity, Special Topic: Identity

researchparticipants, and communicating to an audience. For this paper, we focus on the themes relatedto research implementation and dissemination that were deemed most salient to the CoNECDaudience. In the following sections, we discuss 1) research questions, 2) relating to participants,and 3) communicating findings. Reflections on epistemology, ontology, and methodology will bepresented in subsequent publications. Collaborative Inquiry AnalysisWhat questions do we ask and answer?Stephen’s reflection on the questions he asks: Growing up, I was conscious of a desire to help the world, but I was also intellectuallycurious, and I didn’t like being bored. When identifying my future career options, I oftenstruggled between