Active Agents and Fictive Kin: Learning From Pell-Eligible Engineering Students' Class Standpoint

Abstract

She investigates the historical and cultural dimensions of underrepresented groups' participation in science, technology and engineering and the reasons why white males still dominate these fields. Prof. Eve A. Riskin, University of Washington Eve Riskin received her BS degree in Electrical Engineering from M.I.T. and her graduate degrees in EE from Stanford. Since 1990, she has been in the EE Department at the University of Washington where she is now Associate Dean of Diversity and Access in the College of Engineering, Professor of Electrical Engineering and Director of the ADVANCE Center for Institutional Change. With ADVANCE, she works on mentoring and leadership development programs for women faculty in SEM. Her research interests include image compression and image processing, with a focus on developing video compression algorithms to allow for cell-phone transmission of American Sign Language.

(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs

“…Lee and Hall developed initial propositions by clustering insights from the literature using sensitizing concepts and then crafting statements to summarize the resulting clusters. For example, insights related to the role of office hours (Briody et al, 2019), co‐curricular support (W. C. Lee & Matusovich, 2016), counterspaces (Ong et al, 2020), family (e.g., Arellano & Padilla, 1996; Carrigan et al, 2019), fictive kin (e.g., Carrigan et al, 2019; Simmons & Martin, 2014), peers (e.g., J. P. Martin et al, 2013; Ong et al, 2020), faculty (e.g., C. Newman, 2011), and other university personnel (e.g., J. P. Martin et al, 2013; Qaqish et al, 2020) are all related to the sensitizing concepts “Supplies” and “Characteristics of Delivery System.” After discussing this comparison, we drafted a proposition that focused on the breadth of support sources a student may turn to in a time of need, including people both within and beyond the university.…”

“…Familial and social networks must also be considered because student experiences are influenced by the personal relationships and resources accessible to them. The value or capital provided by parental support (Arellano & Padilla, 1996; Carrigan et al, 2019) and familial support more broadly (Ong et al, 2020) is not to be understated. In addition, peer networks or friends also aid students during their educational journey (Subethra & Nirmala, 2018).…”

“…In addition, peer networks or friends also aid students during their educational journey (Subethra & Nirmala, 2018). From peer‐led study groups (Qaqish et al, 2020) to the development of fictive kin (Carrigan et al, 2019; Simmons & Martin, 2014), students build relationships and source additional forms of support that can aid their navigation through the learning environment.…”

Equity, Diversity, and Inclusion Strategies in Engineering and Computer Science

“…While the under-representation of women and students of colour in STEM is wellresearched [5,[22][23][24], there are significantly fewer discussions around the socio-economic diversity of the student body [25][26][27]. This is particularly troubling given that social classes in Westernized countries like Canada and Spain are largely distinguished by income levels.…”

Critical Analyses of Representation and Success Rates of Marginalized Undergraduate Students in Aerospace Engineering

“…Given that this work uses a critical quantitative framework, there exists an assumption of a sys tem being oppressive unless quantitatively proven otherwise with statistically significant data. This assumption is a perfectly reasonable one, as existing research very well documents systemic structures that discriminate against students of marginalized backgrounds within the engineer ing educational space [3,[21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36]. Figure 2 uses a flowchart to demonstrate how this assumption enables the interpretation of our quantitative results.…”