Williams, T., & Jensen, K., & James, I. (2022, August), Work in Progress: An Early Analysis of How Language Cultivates Inclusive Engineering Culture for Black Students, Faculty, and Staff  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41870

\bibitem{asee_peer_41870}
  Williams, T., \& Jensen, K., \& James, I. (2022, August), \emph{Work in Progress: An Early Analysis of How Language Cultivates Inclusive Engineering Culture for Black Students, Faculty, and Staff}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41870

Tiffani Williams, Karin Jensen, and Ilalee James.  "Work in Progress: An Early Analysis of How Language Cultivates Inclusive Engineering Culture for Black Students, Faculty, and Staff".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41870 Internet.  26 Apr, 2024

\bibitem{asee_peer_41870}
  Tiffani Williams, Karin Jensen, and Ilalee James.
  "Work in Progress: An Early Analysis of How Language Cultivates Inclusive Engineering Culture for Black Students, Faculty, and Staff".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41870 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_41870
author = "Tiffani Williams, Karin Jensen, and Ilalee James"
title = "Work in Progress: An Early Analysis of How Language Cultivates Inclusive Engineering Culture for Black Students, Faculty, and Staff"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41870}
number = {10.18260/1-2--41870}
}

TY  - CPAPER
AB  - We seek to develop, pilot, and analyze data from an interview protocol exploring the perceptions about inclusive language used in engineering spaces by Black engineering students, faculty, and staff at the University of Illinois at Urbana-Champaign. The disproportionately low representation of Black students in engineering is damaging to the engineering community and to the welfare of the nation. Since language is used to develop the cultural norms of a community and can perpetuate inequities in education, our research focuses on understanding the experiences that Black students, faculty, and staff face in engineering as it pertains to harmful language, which perpetuates their exclusion from the field.

We are conducting interviews with Black engineering students, faculty, and staff at the University of Illinois at Urbana-Champaign to explore the perceptions about inclusive language used in engineering spaces. Our interview protocol was piloted with a participant who is outside the participant pool but fits the criteria of being a Black member of the college of engineering. Results of the pilot interview validated our hypothesis that this area of study merits an investment. For example, the resulting recommendations from the pilot participant were that the interviewer should be Black and should avoid organizational power dynamics. Moreover, the interview should be framed with why the interviewer is personally vested in this research.

Our work has the potential to shape the national conversation on broadening participation in engineering education in order to close the tech talent gap—especially for Black students. Our inclusive language approach could be extended across disciplines (e.g., STEM) and groups (e.g., LGBTQIA).

AU  - Tiffani Williams
AU  - Karin Jensen
AU  - Ilalee James
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work in Progress: An Early Analysis of How Language Cultivates Inclusive Engineering Culture for Black Students, Faculty, and Staff
UR  - https://peer.asee.org/41870
DO  - 10.18260/1-2--41870
ER  -