2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)
New Orleans , Louisiana
February 26, 2023
February 26, 2023
February 28, 2023
Session 6 - Track 2: Illuminating the APIDA Experience in Engineering Education: A Scoping Review
Diversity and CoNECD Paper Sessions
12
10.18260/1-2--44801
https://strategy.asee.org/44801
158
Michelle Choi Ausman is a first-year PhD student in Engineering Education at Virginia Tech. She received a BS in Liberal Arts and Engineering Studies from Cal Poly, San Luis Obispo, and an MS in Science and Technology Studies from Rensselaer Polytechnic Institute. Her research focuses on exploring relationships between Asian American identity, multiracial identity, and belonging in engineering. Her research interests include engineering identity, diversity, equity, and inclusion, Asian American Studies, Critical Mixed Race Studies, engineering ethics, and pop culture.
Dr. Zhu is Associate Professor in the Department of Engineering Education and Affiliate Faculty in the Department of Science, Technology & Society and the Center for Human-Computer Interaction at Virginia Tech. Dr. Zhu is also serving as Associate Editor for Science and Engineering Ethics, Associate Editor for Studies in Engineering Education, Editor for International Perspectives at the Online Ethics Center for Engineering and Science, and Executive Committee Member of the International Society for Ethics Across the Curriculum. Dr. Zhu's research interests include engineering ethics, global and international engineering education, engineering cultures, and the ethics of human-robot interaction and artificial intelligence.
Keywords: Undergraduate; Race/Ethnicity; Engineering; AAPI; Asian American
Scholars and policymakers in engineering education have been challenged by how to appropriately conceptualize and engage Asian Americans in their research and intervention programs due to the extensive diversity of identities and ethnicities encompassed under the term “Asian American.” While East Asians are “overrepresented” in engineering, and their experiences are not well presented in considerable diversity, equity, and inclusion (DEI) initiatives, other subgroups, such as Southeast Asian Americans, are substantially underserved in engineering education. Limited research has been directed to explore the interactions between their ethnic identities and the engineering identity among Asian American students. In this paper, we conduct a scoping review of the current literature in engineering education to explore the landscape of Asian American students’ experience in engineering. This review addresses two research questions: (1) What are the motivations of these studies in exploring Asian American engineering students’ experiences? (2) What are the gaps in the existing literature on Asian American students’ experience in engineering education? It also discusses how future researchers can be more inclusive of all Asian American identities in their research and how educators can bring these aspects into matters of diversity, equity, and inclusion (DEI). Such an exploratory study aims to highlight that Asian American students are rendered invisible or underserved in relation to resources and visibility by engineering education researchers and the institutions meant to support and guide these students, despite that some of these students are perceived as “overrepresented” explicitly or implicitly in engineering education. More fundamentally, we hope our work can help DEI research in engineering education further expand the scope of its theoretical and methodological foundations.
Ausman, M. C., & Zhu, Q. (2023, February), Illuminating the APIDA Experience in Engineering Education: A Scoping Review Paper presented at 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD), New Orleans , Louisiana. 10.18260/1-2--44801
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