New Directions from Theory: Implications for Diversity Support from the Theories of Intersectionality and Liberatory Pedagogy
- Conference
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2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
- Location
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Crystal City, Virginia
- Publication Date
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April 29, 2018
- Start Date
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April 29, 2018
- End Date
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May 2, 2018
- Conference Session
- Tagged Topics
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Diversity and Undergraduate Education
- Page Count
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13
- DOI
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10.18260/1-2--29556
- Permanent URL
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https://strategy.asee.org/29556
- Download Count
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250
Paper Authors
Stephen Secules
University of Georgia
orcid.org/0000-0002-3149-2306
Stephen is research faculty in the Engineering Education Transformation Institute. He received a PhD in education at the University of Maryland researching engineering education. He has a prior academic and professional background in engineering, having worked professionally as an acoustical engineer. He has taught an introduction to engineering to undergraduate engineers and to practicing K-12 teachers, and a course on engineering and society to undergraduate engineers. Stephen's research interests include equity, culture, and the sociocultural dimensions of engineering education.
Nicola W. Sochacka University of Georgia
Dr. Nicola Sochacka is the Associate Director for Research Initiation and Enablement in the Engineering Education Transformations Institute (EETI) in the College of Engineering at the University of Georgia. Supported by over 1M in funding, Dr. Sochacka’s research interests include interpretive research quality, systems thinking, diversity, STEAM (STEM + Art) education, and the role of empathy in engineering education and practice. Her work has been recognized through multiple best paper awards and keynote presentations at international and national conferences and workshops.
Joachim Walther University of Georgia
Dr. Joachim Walther is an Associate Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. The Engineering Education Transformations Institute at UGA is an innovative approach that fuses high quality engineering education research with systematic educational innovation to transform the educational practices and cultures of engineering. Dr. Walther’s research group, the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering education, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.
Abstract
Co-curricular diversity support programs and structures have an important role in supporting underrepresented students in undergraduate engineering and STEM departments. These programs typically aim to provide a safe space and resources for a primary shared marginalized identity group, for instance, Women in Engineering programs, Minority in Engineering programs, LGBT focused programs (Out in STEM, NOGLSTP). While these programs have an important role in undergraduate engineering and have proven results for retention and academic success, they often take a similar model. Fundamental research to establish theory on the most important elements of diversity support, and to expand on existing models with new approaches, is less often pursued.
This paper leverages theory and practice from outside of engineering education in order to note contrasts and imagine new possibilities for diversity support structures. First, from critical legal studies and critical race theory, the theory of intersectionality raises awareness of the multiple overlapping marginal identities, and the particular ways that oppressive social structures affect the individuals. Recent trends in intersectionality have also considered overlapping privileged/dominant and marginal identities. Intersectionality suggests a new attention to the multiple identities of a student group, rather than focusing on a single shared identity.
Second, the theories of liberatory pedagogy and critical theorizing suggest that a marginalized individual engaging critically with oppressive culture is a key act of agency, and may be more empowering than other forms of help or support. As a key enactment, Intergroup dialogue is a diversity approach popular outside of STEM, but rarely explored within engineering education. Intergroup dialogue emphasizes establishing a community of trust and dialogue across difference, rather than requiring similarity for the conversation.
This paper will use the three theoretical constructs to suggest key challenges within diversity support. It will conclude with possible directions for diversity support which both draw on existing structures and suggest new forms.
Secules, S., & Sochacka, N. W., & Walther, J. (2018, April), New Directions from Theory: Implications for Diversity Support from the Theories of Intersectionality and Liberatory Pedagogy Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. 10.18260/1-2--29556
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