Allies, Advocates, and Accomplices: A Critical Look at the Relationships Between white and Black women in Engineering Education

Moore, Kristen; Cox, Monica Farmer

doi:10.18260/1-2--36660

Cited by 6 publications

(18 citation statements)

References 7 publications

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“…The notion of individuals taking on allied roles and labels arises from inequitable sociocultural circumstances where members from an advantaged group take steps or are motivated to improve the status of disadvantaged groups (Ashburn-Nardo, 2018;Radke et al, 2020;Moore and Cox, 2021). Yet, taking on the mantle of an ally has diminished into a meaningless identity, failing to provide substantive actionable support for minoritized communities (Indigenous Action, 2014;Kalina, 2020).…”

Section: Documentation Girlmentioning

confidence: 99%

“…Advocates voice support for policies that seek to redress inequities while accomplices (or co-conspirators) additionally subvert, challenge, and disrupt the inequitable status quo (McIntosh, 2020;Moore and Cox, 2021). By asking himself how he might be part of the solution, Bobby is taking the first steps toward self-reflexivity; to interrogate and understand his own unearned power and privilege as a male member in a masculine culture to positively influence and shape the disadvantaged experiences of female members.…”

Section: Documentation Girlmentioning

confidence: 99%

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Pains and portends: A collaborative autoethnography of engineering faculty navigating gendered cultures

Miller¹,

Castaneda

Aleman

2023

Front. Commun.

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This mediated collaborative autoethnography uses reproduced dialogue, poetic inquiry, and composite, fictionalized narratives to story the gendered experiences of two instructional faculty teaching a coordinated engineering class and working in an undergraduate engineering program at a large public university. The contrasting, gendered narratives of the engineering faculty storied in this paper illuminate several themes: (1) discourses of gendered relational labor (masculinized savior vs. feminized emotional work); (2) gendered experiences of invisibility (not being heard or recognized for expertise) and hypervisibility (as a woman in engineering); and (3) the discounting and attempted diminishment of gendered issues in organizational settings. While self-reflexive and dialogic practices embodied in this autoethnography reveal the transformative possibility of accomplices in disrupting gendered relations of power and activating social change from within, those practices alone are insufficient to trouble the masculine culture of engineering. Authentic change demands that these practices be joined with structural, organizational changes in order to reconcile disparate, gendered experiences in engineering cultures, lest the exodus of women from masculine-dominant engineering fields persist unabated.

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Section: Documentation Girlmentioning

confidence: 99%

Section: Documentation Girlmentioning

confidence: 99%

Pains and portends: A collaborative autoethnography of engineering faculty navigating gendered cultures

Miller¹,

Castaneda

Aleman

2023

Front. Commun.

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“…Over time, we (Dr. Ita and Dr. Cox) realized three Ps were at play in our relationship -privilege, power, and positionality. As previously articulated by Dr. Kristen Moore and Dr. Cox, among others [11], [29], [30]:…”

Section: Unpacking Privilege Power and Positionalitymentioning

confidence: 81%

“…Intersectionality is a consideration of how multiple identities (e.g., gender and race) situate an individual in multiple systems of oppression; an idea that has unfortunately been neglected as the term has gained popularity [10], [11]. Intersectional feminism is thus a framework that works to undo oppressive systems when one of the multiple identities held by an individual is the female gender.…”

Section: Intersectional Feminismmentioning

confidence: 99%

“…When taken together, positionality and privilege inscribe power for different individuals and populations, andas importantlyin any given situation, one's power and agency to act is different. Such differences illuminate the struggle that Black women and white women often have to understand one another's experiences in the academy [11].…”

Section: Unpacking Privilege Power and Positionalitymentioning

confidence: 99%

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Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and Positionality

Ita,

Cox

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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In this reflection piece, we, a Black woman faculty and a white woman postdoc in a researchintensive College of Engineering, discuss our relationship in the context of cross-racial mentoring where our positionalities (distinguished professor and postdoc) do not follow racial power historically (Black and white, respectively) in the United States. We describe how our professional relationship began during inflection points for both the Black professor and white postdoc and during the turbulent national and global events occurring in the final months of 2020. Despite this, our mentorship quickly developed into one led by humanity and based on an understanding of intersectional feminism. We identify core components of our relationship in efforts to lay out a conceptual framework that can be useful by other such mentorships and to situate our experience in the broader literature. We describe how we use the elements of Dialogue, Sisterhood, and Agency / Accountability to navigate complex issues of power. We hope that this piece will invite discussion on how white women trainees can develop cultural competencies in their relationships with Black and other Women of Color mentors. Broadly, we aim to facilitate discussion in the Engineering Education community about how positionality and power can be acknowledged to grow cultural competencies of the historically privileged while simultaneously preventing inequities and injustices of leaders from historically harmed and excluded groups.

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Design, develop, launch: the making of an innovative Honors Minor program focused on “Engineering Positive and Intentional Change"

O'Harra

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Katie possesses a distinctively creative and technical background, with educational and experiential investment in the arts and engineering. In addition to her passions for teaching, collaborative problem solving, and educational outreach, O'Harra enjoys the balance provided by her creative outlets including ballet and ballroom, painting, sewing, and baking. Katie is thrilled to contribute and merge her skills in the Honors College, as she works to develop STEAM-themed transdisciplinary courses and innovative programs. Katie serves as a mentor to undergraduates in the EPIC Scholars Program, which aligns with her teaching philosophy and focuses on developing DEI advocates and fostering well-rounded, diversified scholars, with an appreciation for the intersection of culture, humanities, and engineering. Dr. O'Harra completed B.S., M.S., and PhD in degrees in Chemical Engineering, alongside a B.A. in Dance with a Mathematics Minor, from the University of Alabama. Katie has published over 30 peer-reviewed journal articles, presented her research at numerous national and international conferences, contributed as an inventor on several US patent applications, and gained teaching experience to support her pursuits in academia. Her research focused on the design of high-performance ionic materials for membrane-based gas separations and additive manufacturing applications. Her interest in materials science and polymers has influenced her transdisciplinary course offerings including The Chemistry of Baking and Art and Science seminars. Her technical experience pertaining to environmental and energy sectors, in addition to her leadership experience and DEI advocacy, serves as the foundation for her work with EPIC. Katie is excited to be a part of the development of this unique program which will provide each yearly cohort with the resources to be active agents of change in their future workplaces with an understanding of how engineering disciplines are intertwined with environmental responsibility, society, energy, resources, policy, empathy, & humanity.

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Allies, Advocates, and Accomplices: A Critical Look at the Relationships Between white and Black women in Engineering Education

Cited by 6 publications

References 7 publications

Pains and portends: A collaborative autoethnography of engineering faculty navigating gendered cultures

Pains and portends: A collaborative autoethnography of engineering faculty navigating gendered cultures

Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and Positionality

Design, develop, launch: the making of an innovative Honors Minor program focused on “Engineering Positive and Intentional Change"

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