theorganization and are treated with respect and valued for their differences. Both diversity andinclusion are vital to the long-term success of the engineering profession. While it is laudablethat policy mentions populations beyond women and URMs, the policy differences as describedin the new UC Davis plan indicate that there will be active recruitment and retention efforts foronly a small subset of the diverse population that they intend to serve. This leads to a question ofhow limited budgets will be spread between “diversity” and “inclusion” efforts. At the sametime, the political environment within the USA has taken a sharp turn against recent gains madeby the LGBTQ+ community. In the opinion of this author, it is time to discuss ways to engage
late 1940s and early 1950s respectively (Kinsey, 1948; Kinsey, 1953). Despite the manycriticisms of Kinsey’s work, the 12-13% of men and 7% of women reporting significant levels of same-sexattraction have been qualitatively averaged together to form a talking point that has been used for bothgood and ill in conversations about LGBTQ+ individuals over the subsequent decades.The main issue with the 10% figure is just as Voeller states: it has become a fact out of repetition ratherthan a solid foundation in data. While some nationwide data on the number of same-sex householdsexists through various surveys administered by the US Census Bureau, these data exclude more nuancedrelationship dynamics involving bisexual, pansexual, asexual, and other
September 24, 2013.2 https://www.asee.org/about-us/the-organization/our-board-of-directors/asee-board-of-directors-statements/diversity3 EAGER: Promoting LGBTQ Equality in Engineering through Virtual Communities of Practice.NSF EEC-1539140. S. Farrell, PI; A. Minerick, E. Cech, R. C. Guerra, & T. Waidzunas, co-PIs.4 Stephanie Farrell, “Climate Change: LGBTQ Inclusion in Engineering.” Seminar given at WPI.October 25, 2017. 1to our most pressing social, civic and ethical problems.”5 Although socially progressivescholarship is not new —it dates back to John Dewey’s work in the 1920s— it constitutesa sea change in engineering education, which is