Siaumau, V., & Aguilar, Y., & Lehr, J., & Slivovsky, L., & Flores, E., & Cooper, L. (2022, August), Reimagining Methodologies: Why We Center Marginalized Voices  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41576

\bibitem{asee_peer_41576}
  Siaumau, V., \& Aguilar, Y., \& Lehr, J., \& Slivovsky, L., \& Flores, E., \& Cooper, L. (2022, August), \emph{Reimagining Methodologies: Why We Center Marginalized Voices}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41576

Victoria Siaumau, Yumi Aguilar, Jane Lehr, Lynne Slivovsky, Emily Flores, and Lauren Cooper.  "Reimagining Methodologies: Why We Center Marginalized Voices".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41576 Internet.  04 May, 2024

\bibitem{asee_peer_41576}
  Victoria Siaumau, Yumi Aguilar, Jane Lehr, Lynne Slivovsky, Emily Flores, and Lauren Cooper.
  "Reimagining Methodologies: Why We Center Marginalized Voices".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41576 Internet.  04 May, 2024

@INPROCEEDINGS{asee_peer_41576
author = "Victoria Siaumau, Yumi Aguilar, Jane Lehr, Lynne Slivovsky, Emily Flores, and Lauren Cooper"
title = "Reimagining Methodologies: Why We Center Marginalized Voices"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41576}
number = {10.18260/1-2--41576}
}

TY  - CPAPER
AB  - We are a student, alum, and faculty research team seeking to reduce harm, be responsive to / mitigate / reduce trauma, and grow justice within engineering education pedagogy / practice, related research communities (including ASEE), and the broader world. We seek to utilize research methodologies that align with these aspirations, goals, and commitments. However, many standard approaches within engineering education research – even those connected to research agendas focused on diversity, inclusion, equity, and justice – seem to both further harm engineering students from minoritized and/or oppressed groups as part of data collection processes, calling into question motivations of the research. Marginalized students are often asked to perform emotional labor and share painful experiences that are for the benefit and learning of predominantly white faculty, staff, and peers. We know that engineering education culture and environment is often a site of harm for marginalized students and understanding how systems of oppression operate within these environments gives educators a better understanding of how to intervene. However, this knowledge production and these interventions should not be at the cost of the students’ well-being. Methodologies that center the experiences of marginalized peoples while simultaneously not being harmful or exploitative are lacking in engineering education research. This paper suggests a different path and reflects on how we can build a better methodology that does not further harm. We argue that building a more responsive and less exploitative research  methodology starts by understanding trauma in relation to structural and systemic oppression, applying Kimberlé Crenshaw’s intersectional framework to the ways we describe trauma, and being context-specific with the communities we aim to research. We hope this paper acts as a call to action for other researchers, across fields, to more critically examine their methodologies and to center the well-being of the participant over the benefit of the researcher.  
AU  - Victoria Siaumau
AU  - Yumi Aguilar
AU  - Jane Lehr
AU  - Lynne Slivovsky
AU  - Emily Flores
AU  - Lauren Cooper
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Reimagining Methodologies: Why We Center Marginalized Voices
UR  - https://peer.asee.org/41576
DO  - 10.18260/1-2--41576
ER  -