Prairie View, Texas
March 16, 2022
March 16, 2022
March 18, 2022
Gender equity is a key goal of diversity, equity, and inclusion (DEI) initiatives in engineering education. Disaggregation of data in engineering education studies by gender identity is a critical first step. Transparent reporting of student gender identity in engineering education studies enables researchers to investigate gender-based comparisons of educational experiences, outcomes, and interventions. In this paper, we will present an analysis of gender reporting practices in papers published in the proceedings of the American Society for Engineering Education Gulf-Southwest (ASEE GSW) conference. In this abstract, we share preliminary results for the 2021 proceedings, which we intend to expand to other recent years for our proceedings paper and conference presentation. Of the 62 papers published in the 2021 ASEE GSW proceedings, we focus our attention on the 42/62 that were educational papers, as opposed to technical papers. We further limit our analysis to the 33/42 educational papers that reported data about students, as opposed to faculty data or other topics. Of these, 19/33 educational papers reported that they surveyed or collected demographic data from students. Of these, only 4/19 educational papers indicated that students’ gender information was collected. Moreover, none of the papers acknowledged that students may have gender identities beyond a gender binary of male/female. This lack of recognition of other gender identities results in a significant erasure of students, many LGBTQ+ identifying. Furthermore, none of the papers considered students at the intersection of multiple marginalized identities, such as race and gender. By not examining these factors, analysis of student populations is incomplete, and the experiences of key student populations are ignored. The analyses presented in this paper demonstrate a need for transparent reporting of engineering education studies with results disaggregated by gender identity, including consideration of genders other than male and female. We propose that ASEE GSW authors provide students who are the subjects of engineering education research or evaluation studies with the opportunity to self-report their gender identity following best practices such as are recommended in other domains, e.g., healthcare.
Lynch, V., & Bakka, B., & Markey, M. K. (2022, March), Reporting Student Gender Identity in Papers Presented at the ASEE Gulf-Southwest Conference Paper presented at 2022 ASEE Gulf Southwest Annual Conference, Prairie View, Texas. https://peer.asee.org/39203
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