Stine, E., & Javernick-Will, A., & Tanksley, T. (2022, August), Passing Along Experiential and Learned Understandings of Inequality: Marginalized Communities are Shapers of Humanitarian Engineers  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41795

\bibitem{asee_peer_41795}
  Stine, E., \& Javernick-Will, A., \& Tanksley, T. (2022, August), \emph{Passing Along Experiential and Learned Understandings of Inequality: Marginalized Communities are Shapers of Humanitarian Engineers}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41795

Emma Stine, Amy Javernick-Will, and Tiera Tanksley.  "Passing Along Experiential and Learned Understandings of Inequality: Marginalized Communities are Shapers of Humanitarian Engineers".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41795 Internet.  12 Mar, 2025

\bibitem{asee_peer_41795}
  Emma Stine, Amy Javernick-Will, and Tiera Tanksley.
  "Passing Along Experiential and Learned Understandings of Inequality: Marginalized Communities are Shapers of Humanitarian Engineers".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41795 Internet.  12 Mar, 2025

@INPROCEEDINGS{asee_peer_41795
author = "Emma Stine, Amy Javernick-Will, and Tiera Tanksley"
title = "Passing Along Experiential and Learned Understandings of Inequality: Marginalized Communities are Shapers of Humanitarian Engineers"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41795}
number = {10.18260/1-2--41795}
}

TY  - CPAPER
AB  - Humanitarian Engineering (HE) is quickly becoming a prevalent engineering subdiscipline, drawing an increasing number of graduate students to its study. However, little is known about the pathways of HE graduate students, including what influences their interest, admission, and resilience in these programs. In particular, while HE programs strive to recruit and create space for students from marginalized communities (students of color and students from and with ancestral ties to low or middle-income countries), we know little about the experiences influencing these students' enrollment and experience. We use the concept of Familial Capital, within the Community Cultural Wealth framework, to analyze and characterize the ties that marginalized students made between their family and childhood community and their HE aspirations. To better understand these pathways and how familial support systems and cultural funds of knowledge influenced student career paths, we conducted interviews of 47 HE students, across seven programs, of whom 28 were from dominant communities and 19 were from marginalized communities. We found testimony that students' experience with a well-supported and valued stepping stone - field-based infrastructure projects - is mediated by their sociopolitical status and their membership in historically marginalized groups. When circumnavigating this potentially gatekept stepping stone, some marginalized students instead utilized long-standing dialogues with family members for experiential and learned understandings of infrastructure inequality. These long-standing dialogues instilled marginalized students with a supply of encouraging stories and role models, a dedication to relationship building with partner communities, and encouragement to work on grassroots HE efforts.
AU  - Emma Stine
AU  - Amy Javernick-Will
AU  - Tiera Tanksley
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Passing Along Experiential and Learned Understandings of Inequality: Marginalized Communities are Shapers of Humanitarian Engineers
UR  - https://peer.asee.org/41795
DO  - 10.18260/1-2--41795
ER  -