Exploring the Hidden Realities of Latinx/é Contingent Faculty in STEM

Villanueva, Idalis; Muñoz, José A.

doi:10.1080/15348431.2023.2175683

Cited by 3 publications

(3 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Using this approach and considering the theoretical frameworks, RITA was designed to include a mentoring structure, intentional professional development activities and meetings as described in the Results section. If using any of the shared information, we ask that this work is cited due to its novelty in advancing work justice towards BIPOCx contingent faculty in engineering (Villanueva Alarcón, Murzi, & Martinez-Cola, 2022;Villanueva Alarcón, Murzi, & Martinez-Cola, 2023).…”

Section: Methods Behind Ritamentioning

confidence: 99%

Work-in-Progress: Towards Advancing Grassroots Transformative Advocacy Strategies for Work Justice of BIPOC Contingent Faculty

Villanueva Alarcón,

Murzi,

Martinez-Cola

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

is the leader of the Engineering Competencies, Learning, and Inclusive Practices for Success (ECLIPS) Lab where he leads a team focused on doing research on contemporary, culturally relevant, and inclusive pedagogical practices, emotions in engineering, competency development, and understanding the experiences of traditionally marginalized engineering students from an asset-based perspective. Homero's goal is to develop engineering education practices that value the capital that traditionally marginalized students, bring into the field, and to train graduate students and faculty members with the tool to promote effective and inclusive learning environments and mentorship practices. Homero has been recognized as a Diggs Teaching Scholar, a Graduate Academy for Teaching Excellence Fellow, a Global Perspectives Fellow, a Diversity Scholar, a Fulbright Scholar, a recipient of the NSF CAREER award, and was inducted into the Bouchet Honor Society. Homero serves as the American Society for Engineering Education (ASEE) Chair for the Commission on Diversity, Equity, and Inclusion (CDEI), the Program Chair for the ASEE Faculty Development Division, and the Vice Chair for the Research in Engineering Education Network (REEN).

show abstract

Section: Methods Behind Ritamentioning

confidence: 99%

Work-in-Progress: Towards Advancing Grassroots Transformative Advocacy Strategies for Work Justice of BIPOC Contingent Faculty

Villanueva Alarcón,

Murzi,

Martinez-Cola

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…In the context of engineering, Villanueva et al, [2], [6], [9]- [16], has re-introduced the study of the hidden curriculum and conceptualized HC as a structural framework that contains several interconnected, moving parts. These moving parts include norms, customs, cultures, values, and traditions that are structurally supported and sustained through individuals, social groups, or systems to maintain a status quo.…”

Section: Hidden Curriculum Awareness In Engineeringmentioning

confidence: 99%

Reading the World of Engineering Education: An Exploration of Active and Passive Hidden Curriculum Awareness

Downey,

Villanueva

2022 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

since 2021. His current research is focused on determining how engineering students respond to hidden curriculum as well as how Latinx contingent faculty experience workplace inequities in engineering. He received his Ph.D. in Language, Literacy, and Culture in Education from the University of Massachusetts-Amherst. Dr. Downey's personal story and academic interest converge around: identity; language, ideology and consciousness; pedagogy, and epistemology. Broadly speaking, he focuses on critical qualitative inquiry with a discerning eye toward humanizing and culturally sustaining pedagogies.

show abstract

“…The authors situated the need for equal footing between Black engineering Ph.D. students and their mentors in where there is an intentional creation of safe and third spaces (Villanueva Alarcón & Sellers, 2023) by which ideas can be shared and differences that fall outside the traditional norms of engineering are reflected upon, discussed, and disrupted. Without an intentional breakdown of the communicated (and often, uncommunicated) power structures that systemically message exclusion to Black engineering students via its hidden curriculum (e.g., Villanueva et al, 2020), the liminal spaces that continue to sustain systemic racism remain intact, restricting students' agency in breaking down systemic barriers, and formation as engineering professionals.…”

Section: Introductionmentioning

confidence: 99%

Work in Progress: Towards a Participatory Action Research Approach to Improve Representation of Black Ph.D.s in Engineering

Villanueva Alarcon,

Simmons,

McNealy

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Her research answers national calls for construction and civil engineering professionals to develop new competencies to navigate the changes of evolving workforce demographics, technology, and organizational structures. As director of the Simmons Research Lab, she researches competency development via education and training; interactions between humans and technology; and conceptualization of leadership in engineering. Supported by more than $7.5M in federal funding and with results disseminated across more than 100 refereed publications, her research aims to develop and sustain an effective engineering workforce with specific emphasis on inclusion. She has over ten years of construction and civil engineering experience working for energy companies and as a project management consultant; nearly 20 years of experience in academia; and extensive experience leading and conducting multi-institutional, workforce-related research and outreach. She holds civil engineering degrees (BS, MS, PhD) from Clemson University and is a registered Professional Engineer (PE), Project Management Professional (PMP), and Leadership in Energy and Environmental Design Accredited Professional (LEED-AP).

show abstract

Exploring the Hidden Realities of Latinx/é Contingent Faculty in STEM

Cited by 3 publications

References 23 publications

Work-in-Progress: Towards Advancing Grassroots Transformative Advocacy Strategies for Work Justice of BIPOC Contingent Faculty

Work-in-Progress: Towards Advancing Grassroots Transformative Advocacy Strategies for Work Justice of BIPOC Contingent Faculty

Reading the World of Engineering Education: An Exploration of Active and Passive Hidden Curriculum Awareness

Work in Progress: Towards a Participatory Action Research Approach to Improve Representation of Black Ph.D.s in Engineering

Contact Info

Product

Resources

About