Quiles-Ramos, S., & Foster, E. K., & Riley, D. M., & Karlin, J. (2019, June), Infrastructure Sinkholes: ​The Pretense of Operating Gender Neutral Organizations ​Erodes Engineering Education  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32964

\bibitem{asee_peer_32964}
  Quiles-Ramos, S., \& Foster, E. K., \& Riley, D. M., \& Karlin, J. (2019, June), \emph{Infrastructure Sinkholes: ​The Pretense of Operating Gender Neutral Organizations ​Erodes Engineering Education}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32964

Stephanie Quiles-Ramos, Ellen K. Foster, Donna M Riley, and Jennifer Karlin.  "Infrastructure Sinkholes: ​The Pretense of Operating Gender Neutral Organizations ​Erodes Engineering Education".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32964 Internet.  15 Dec, 2024

\bibitem{asee_peer_32964}
  Stephanie Quiles-Ramos, Ellen K. Foster, Donna M Riley, and Jennifer Karlin.
  "Infrastructure Sinkholes: ​The Pretense of Operating Gender Neutral Organizations ​Erodes Engineering Education".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32964 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_32964
author = "Stephanie Quiles-Ramos, Ellen K. Foster, Donna M Riley, and Jennifer Karlin"
title = "Infrastructure Sinkholes: ​The Pretense of Operating Gender Neutral Organizations ​Erodes Engineering Education"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32964}
number = {10.18260/1-2--32964}
}

TY  - CPAPER
AB  - This paper draws from the framework of Feminist Scholar Joan Acker’s Gendered Organizations (1990; 2012) to examine the shifting landscape of engineering education and related networks. Analysis of interviews with over 30 engineering education researchers reveals organizational dynamics and gendered relations present in both day-to-day work environments and engineering education reform efforts. National conversations with professional societies, industry representatives, and federal agencies seek to articulate public values to which engineering education should respond, and seek to drive change through funding mechanisms, bully pulpits, accreditation, and governance of the profession itself. Examining these directives through a feminist lens reveals possible limitations of what is currently imagined as an ideal for which the field strives, and whose concerns are addressed and presented. Grounding in feminist theory helps to work a basis that organizations can be and are cultural - a notion many organizational scholars note as an integral force for understanding change (Schein, 1990). It provides the researchers and the research itself the ability to be reflexive while paying critical attention with regard to gender and other oppressive intersections as they arise in analysis. As organizational dynamics unfold layers of written and unwritten regulations eroding the engineering education profession, which scaffold gender neutral engineering practices, power is enacted and must not only be acknowledged but addressed. These power relations within organizations influence all aspects of change potential in engineering education and are not limited to change related to diversity, equity, or inclusion. Through attending to these aspects of organizations, we can  focus on understanding how to shift power dynamics to enact change at various levels.
AU  - Stephanie Quiles-Ramos
AU  - Ellen K. Foster
AU  - Donna M Riley
AU  - Jennifer Karlin
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Infrastructure Sinkholes: ​The Pretense of Operating Gender Neutral Organizations ​Erodes Engineering Education
UR  - https://peer.asee.org/32964
DO  - 10.18260/1-2--32964
ER  -