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WIP: Young Adolescent Perceptions of Engineers Within a Summer Outreach Program

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Pre-college Engineering Education Division Technical Session 10

Tagged Division

Pre-College Engineering Education

Tagged Topic

Diversity

Page Count

9

DOI

10.18260/1-2--35581

Permanent URL

https://peer.asee.org/35581

Download Count

233

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Paper Authors

biography

Selene Y. Willis University of South Florida

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Selene Willis is a Ph.D. Candidate at the University of South Florida. She is currently working on her dissertation proposal in science education - curriculum and instruction with a focus on justice centered science pedagogy and curriculum. Selene has taught science and biology at the middle school and high school levels and she currently teaches general science in a local middle school.

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Tonisha B. Lane Virginia Polytechnic Institute and State University

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Dr. Lane’s research agenda broadly examines diversity, equity, and inclusion in postsecondary education with the objective of advancing inclusive and transformative policies and practices. Her primary research strand investigates the experiences and outcomes of underrepresented groups in science, technology, engineering, and mathematics (STEM). Using qualitative methodologies, she has explored access and success for underserved students of color in STEM and STEM intervention programs. This line of research also seeks to understand the nuances and complexities of participation and persistence in these fields and develop new models for explaining such phenomena. Her secondary research strand focuses on the participation and achievement of Black students and professionals in higher education. She is the PI or co-PI on several grant-funded research projects including the national Black Doctoral Women Study (BDWS), the Women in Engineering Study (WIES), and Bulls-Engineering Youth Experience for Promoting Relationships, Identity Development, & Empowerment (Bulls-EYE PRIDE).

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Eugenia Vomvoridi-Ivanović

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Eugenia Vomvoridi-Ivanović is an Associate Professor of Mathematics Education at the department of Teaching and Learning. Eugenia is mathematically bi-literate (English and Greek) and has taught mathematics at the middle school, high school, and college level. She currently teaches mathematics education courses to undergraduate, masters, and doctoral students. Her research explores Culturally Responsive Mathematics Teacher Education (CRMTE), which she defines as teacher education that: a) is responsive to the needs and capitalizes on the funds of knowledge of culturally diverse mathematics (pre-service and in-service) teachers, and b) seeks to prepare culturally responsive mathematics teachers who will advance the education of students whose linguistic and cultural backgrounds have not traditionally been recognized as resources for mathematics learning.

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Salam Ahmad

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Jonathan Elliot Gaines University of South Florida

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Jonathan E. Gaines is faculty in the Mechanical Engineering Department at the University of South Florida. He is the Director of First Year Experiential Education and Learning. Through this position, he develops and implements the curriculum for USF's Foundations of Engineering Lab course. He is also the Principle Investigator for Bulls Engineering Youth Experience (Bulls-EYE Mentoring) a Science, Technology, Engineering, and Math based outreach program that uses undergraduate students to mentor middle school youth.

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Ahmirah Samayah Muhammad BullsEYE Head Program Coordinator

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Undergraduate engineering student at the University of South Florida. Mentor, President, Program Coordinator, and Head Program Coordinator over 3 consecutive years for the Bulls Engineering Youth Experience under the guide and leadership of Dr. Johnathan Gaines. Proud to be a Black Muslim Woman in engineering who’s making a positive impact on the community.

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Abstract

Over the past decade, there has been a continued increase of K-12 STEM programs across the United States that focus on promoting the development of students' engineering identity and interest in STEM-related career paths. In this paper, we present work in progress, focusing our discussion on rising 7th and 8th grade students’ drawings and accompanying explanations of “an engineer in action,” as part of a summertime STEM intervention program for underrepresented minority middle schoolers. Our work is an adaptation of Draw an Engineer Test (DAET) [1] which focuses on the stereotypical understandings and (mis)conceptions students have of scientists and engineers in traditional PK- 12 classroom settings. The context of this study, however, is an informal STEM learning environment, entitled “Bulls-Engineering Youth Experience for Promoting Relationships, Identity Development and Empowerment” (Bulls-EYE PRIDE) at the University of South Florida. The question that guided this study was: What are students' perceptions of engineers and the work that they do? Our data consisted of (n=72) mentee drawings of engineers and their explanations, during focus group interviews, about the gender and the specific tasks the engineers in their drawings personified. A preliminary analysis of the results shows the emergence of two themes: (1) confirmed and contradictory engineer gender stereotypes, and (2) varied engineer roles. This paper will describe the preliminary findings from the first and second year of the research and describe implications for future research and engineering education.

Willis, S. Y., & Lane, T. B., & Vomvoridi-Ivanović, E., & Ahmad, S., & Gaines, J. E., & Muhammad, A. S. (2020, June), WIP: Young Adolescent Perceptions of Engineers Within a Summer Outreach Program Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35581

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