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 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

Paper ID #24750A Systematic Review of the Intersections of Engineering Identity and Finan-cial Need LiteratureMaria Luz Espino M.A, Iowa State University Maria Luz Espino, M.A. is a doctoral student and graduate research assistant in the Higher Education Administration program at Iowa State University. She holds a Masters degree in Educational Policy and Leadership from Marquette University and a Bachelors degree in Community and Nonprofit Leadership and Gender and Women Studies from the University of Wisconsin - Madison. She investigates issues of college access and retention of first-generation low-income students

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

., ourselves) as connectedby the same or similar identity categories. In many scholarly conversations, researchers aretypically treated as “identity-less” pure observers of the world. This approach draws from thepositivist scientification of social research, the need for objective epistemology, and thecultivation of a politically neutral academic enterprise. Indeed, statistical social science researchaimed at generalizations arose with the influence of capitalism, mass consumerism, and a desireto prescribe normativity and productivity for the human body (Cogdell, 2015). In such socialscientific traditions, researchers are implicitly identified with the normative and identity-lessmainstream, observing and manipulating othered and minoritized

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

. Literature ReviewMakerspacesEngineering industry demands have evolved requiring those in the profession to possess acomprehensive set of skills that involve more than technical competence alone [3]. These recentand persistent industry demands coupled with the availability of affordable prototypingequipment have spurred the growth of makerspaces [4]. Specifically, in higher education, formerPresident Obama’s support to foster a generation of makers has catalyzed hundreds ofuniversities to make institutional commitments to promoting the maker culture, commonlydemonstrated in the enhancement or establishment of university-affiliated makerspaces [3].Making is widely embraced for the informal, hands-on, iterative, collaborative experiences inbuilding

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 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