Board 162: Engineering Education and Culturally Relevant Pedagogy in Pre-College: A Review and Synthesis of the Literature

Maria Perez-Piza

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Pre-College Engineering Education Division (PCEE) Poster Session
Tagged Division: Pre-College Engineering Education Division (PCEE)
Tagged Topic: Diversity
Page Count: 23
DOI: 10.18260/1-2--42512
Permanent URL: https://peer.asee.org/42512
Download Count: 205

Paper Authors

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Maria Perez-Piza University of Texas at El Paso orcid.org/0009-0001-1889-9531

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Maria Perez-Piza, Doctoral student, is a Mexican student with a bachelor’s degree in chemistry engineering and M.S. Systems Engineering by UTEP. She is interested in social critic theories and the introduction of Culturally Relevant Pedagogy in STEM careers. She is a instructor in the critical pedagogy program in the College Assistance Migrant Program (CAMP) at El Paso Community College (EPCC). Ms. Perez-Piza’s areas of research include Engineering Education, Culturally Relevant Pedagogy, and Socioscientific issues (SSIs) in the Engineering field.

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Abstract

There is a national need to support an intellectually diverse professional engineering pipeline—for reasons related to developing technological innovation, creative solutions for local and universal problems, and supporting diverse students to access engineering jobs. Rising diverse students in engineering careers, engineering education must increase student diversity and provide culturally affirming and sustaining experiences in the classroom.. Such an approach to learning experience designs would couch learning in multicultural landscapes with unique contexts, practices, and priorities—considerations quintessential in engineering design and practice (Nasir & Bang, 2013; Nasir, et al.,2006). For instance, pre-college engineering education learning experiences are often taught absent cultural influences that shape problems and the solutions engineering creates. CRP is important because pre-college (and as early as middle school) is where learners begin to form opinions and decisions about their future education and career aspirations—and represents the beginning of the engineering education pipeline. Perspectives in CRP offer a suitable insight to understand and design engineering learning experiences that support intellectually and demographically diverse learners.

This work represents a synthesis of the extant literature to examine the state of the art of culturally affirming and sustaining engineering education (i.e., culturally relevant engineering education) among pre-college groups and, more specifically, in middle school. The questions that guide this synthesis are the following: (1) How are culturally relevant pedagogies conceptualized in pre-college engineering education? (2) With whom are culturally relevant pedagogies being enacted among pre-college students? (3) How are culturally relevant pedagogies enacted with pre-college engineering education? and (4) What are the learning outcomes of culturally relevant pedagogies enacted with pre-college engineering education? Insights gathered will inform pre-college engineering education and practice.

The overarching goal of this literature review is to add to the body of knowledge regarding how to support intellectual diversity in engineering fields that are critical in society. This synthesis uses mixed-methodological approaches to both understand culturally relevant pedagogies as a construct and assess with whom the research has been emphasized. Analysis and findings suggest that there is more work to do in reconciling how cultural relevance for engineering education is framed in the literature. Furthermore, insights shed light on key pre-college populations that warrant additional attention to ensure the professional engineering pipeline is sufficiently diverse to support and sustain innovation in the field.

The findings of this literature review are demographics, methodology, research topic, type of research, and instruments of research. The analysis is inductive and deductive code. This work introduces a new approach to engineering education and culturally relevant pedagogy that is necessary to cover others' needs that society demands in these contemporary times, such as scientize citizenship and occupational work for diverse professional populations.

Citation
Format

Perez-Piza, M. (2023, June), Board 162: Engineering Education and Culturally Relevant Pedagogy in Pre-College: A Review and Synthesis of the Literature Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42512

TY - CPAPER
AB - There is a national need to support an intellectually diverse professional engineering pipeline—for reasons related to developing technological innovation, creative solutions for local and universal problems, and supporting diverse students to access engineering jobs. Rising diverse students in engineering careers, engineering education must increase student diversity and provide culturally affirming and sustaining experiences in the classroom.. Such an approach to learning experience designs would couch learning in multicultural landscapes with unique contexts, practices, and priorities—considerations quintessential in engineering design and practice (Nasir &amp;amp; Bang, 2013; Nasir, et al.,2006). For instance, pre-college engineering education learning experiences are often taught absent cultural influences that shape problems and the solutions engineering creates. CRP is important because pre-college (and as early as middle school) is where learners begin to form opinions and decisions about their future education and career aspirations—and represents the beginning of the engineering education pipeline. Perspectives in CRP offer a suitable insight to understand and design engineering learning experiences that support intellectually and demographically diverse learners.

This work represents a synthesis of the extant literature to examine the state of the art of culturally affirming and sustaining engineering education (i.e., culturally relevant engineering education) among pre-college groups and, more specifically, in middle school. The questions that guide this synthesis are the following: (1) How are culturally relevant pedagogies conceptualized in pre-college engineering education? (2) With whom are culturally relevant pedagogies being enacted among pre-college students? (3) How are culturally relevant pedagogies enacted with pre-college engineering education? and (4) What are the learning outcomes of culturally relevant pedagogies enacted with pre-college engineering education? Insights gathered will inform pre-college engineering education and practice.

The overarching goal of this literature review is to add to the body of knowledge regarding how to support intellectual diversity in engineering fields that are critical in society. This synthesis uses mixed-methodological approaches to both understand culturally relevant pedagogies as a construct and assess with whom the research has been emphasized. Analysis and findings suggest that there is more work to do in reconciling how cultural relevance for engineering education is framed in the literature. Furthermore, insights shed light on key pre-college populations that warrant additional attention to ensure the professional engineering pipeline is sufficiently diverse to support and sustain innovation in the field.

The findings of this literature review are demographics, methodology, research topic, type of research, and instruments of research. The analysis is inductive and deductive code. This work introduces a new approach to engineering education and culturally relevant pedagogy that is necessary to cover others&#39; needs that society demands in these contemporary times, such as scientize citizenship and occupational work for diverse professional populations.

AU - Maria Perez-Piza
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Board 162: Engineering Education and Culturally Relevant Pedagogy in Pre-College: A Review and Synthesis of the Literature
UR - https://peer.asee.org/42512
DO - 10.18260/1-2--42512
ER -