July 26, 2021
July 26, 2021
July 19, 2022
Liberal Education/Engineering & Society
Rather than disowning one identity and its respective culture for the sake of assimilating into another, how does a person navigate the various identities and reconcile potentially conflicting cultural beliefs, values, and assumptions? Further, as co-creators of the culture that is engineering, how can we, as engineering educators, recognize and use these moments of identity interference to pinpoint opportunities to reshape what it means to be an engineer into something more inclusive? To answer these questions, we engaged in a collaborative autoethnographic journey to explore how we have navigated and sought to reconcile the apparent values conflicts among our multiple roles and identities. Prompted by Denzin & Lincoln (2011) and inspired by Augusto Boal (1979) and Amanda Gorman, we have attempted to engage in performative action to present our findings, revealing insight into our own experiences with identity interference, values conflict, and how we navigated our multiple identities and reconciled our competing values.
Joslyn, C. H., & Kendall, M. R. (2021, July), A Sojourn of Engineering Identity Conflict: Exploring Identity Interference Through a Performative Lens Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36610
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015