Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Educational Research and Methods
Shame provides a key mechanism of social inclusion and exclusion in engineering contexts. In order to better understand how engineering students experience shame, we used interpretative phenomenological analysis (IPA) to critically examine the individual experience of shame in the case of a high-performing, White woman who was a junior mechanical engineering major at a faith-based university (n=1). In particular, we attended to the complex relationship between personal expectations that formed the context for her shame experiences: achieving excellence in performing tasks while maintaining strong social relationships with others. We discuss the implications of this single case study on broader narratives of inclusion in the context of engineering education.
Huff, J. L., & Shanachilubwa, K., & Secules, S. (2018, June), Shame Amid Academic Success: An Interpretative Phenomenological Analysis Case Study of a Student’s Experience with Emotions in Engineering Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30959
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