Asee peer logo

Measuring the Conceptualization of Oppression and Privilege

Download Paper |

Conference

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Location

Crystal City, Virginia

Publication Date

April 14, 2019

Start Date

April 14, 2019

End Date

April 22, 2019

Conference Session

Track: Special Topic - Social Justice & Reform Technical Session 3

Tagged Topics

Diversity and Special Topic: Social Justice & Reform

Page Count

9

Permanent URL

https://peer.asee.org/31776

Download Count

4

Request a correction

Paper Authors

biography

Rachel M. Johnson University of Minnesota

visit author page

Rachel Johnson is a PhD student in Biomedical Engineering at University of Minnesota. Her research interests are cardiac tissue engineering and biopreservation. She earned her BS at Oregon State University in Bzioengineering.

visit author page

biography

Michelle Kay Bothwell Oregon State University

visit author page

Michelle Bothwell is an Associate Professor of Bioengineering at Oregon State University. Her teaching and research bridge ethics, social justice and engineering with the aim of cultivating an inclusive and socially just engineering profession.

visit author page

biography

Devlin Montfort Oregon State University

visit author page

Dr. Montfort is an Assistant Professor in the School of Chemical, Biological and Environmental Engineering at Oregon State University

visit author page

biography

Kali Furman Oregon State University

visit author page

Kali Furman is a PhD student in Women, Gender, and Sexuality Studies at Oregon State University. Her research interests are in social justice education and feminist pedagogies.

visit author page

Download Paper |

Abstract

Many campus programs seek to enhance students’ and faculty’s capacities to engage issues of inclusivity, equity and social justice. Having the ability to measure an individual’s growth in these areas would be instructive for the individual and for measuring success of programs designed to promote this learning. While there are quantitative assessment tools that measure constructs such as “cultural competencies,” we are not aware of any that measure understanding of social power and oppression, particularly how socially constructed differences and identities like gender, race, and class intersect and combine to affect people’s lives in various settings. Our approach builds on conceptual change research where students’ understanding is investigated through semi-structured interviews. In particular, we developed a realistic and relatable vignette centered around gender dynamics that explores four broad themes of understanding: social construction of gender and masculinity, systems of power, gender roles, and cooptation and power dynamics. We divided the vignette into four sections - each highlighting one of the themes listed above – and constructed sets of probing interview questions for each. Our team recorded, transcribed, and analyzed five pilot interviews using an adaptation of the constant comparison method. The analysis resulted in five spectrums of understanding within an individual’s overall conceptualization of oppression and privilege: knowledge of systems of power, the framework of viewing privilege and oppression through an individual lens versus a systems lens, social construction of gender and masculinity versus essentialism, understanding intersectionality, and use of vocabulary pertinent to the field. Presently the research team continues to test the instrument across a broader group of individuals in order to reach data saturation and instrument validation.

Johnson, R. M., & Bothwell, M. K., & Montfort, D., & Furman, K. (2019, April), Measuring the Conceptualization of Oppression and Privilege Paper presented at 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity , Crystal City, Virginia. https://peer.asee.org/31776

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015