"You choose between TEAM A, good grades, and a girlfriend - you get to choose two!" - How a culture of exclusion is constructed and maintained in an engineering design competition team

Foor, Cindy E.; Walden, Susan E.; Trytten, Deborah A.; Shehab, Randa L.

doi:10.18260/1-2--19027

Cited by 9 publications

(4 citation statements)

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“…To date, there is very little research on such teams and what research does exist has not explored gender. Rather the research tends to focus on generalized access (Foor et al, 2013); active, experiential learning (Sirinterlikci and Kerzmann (2011); professionalization of the undergraduate experience (Bland et al, 2016); and the ways project teams can enhance the traditional curriculum (Sulzbach, 2007). In addition, we are investigating these women at three different institutions: a private college of engineering located in the northeast, a state college of engineering located in the Midwest, and a designated MSI state college of engineering in the West.…”

Section: Methodsmentioning

confidence: 99%

“Nevertheless, she persisted:” Women thrive when they experience the joy of doing engineering in a climate for inclusion

Evans

Liang

Tucker-Kulesza³

et al. 2022

9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Confere

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For the last 40 years, the aggregate number of women receiving bachelor's degrees in engineering in the US has remained stuck at approximately 20%. Research into this "disappointing state of affairs" has established that "the [educational] institutions in which women sought inclusion are themselves gendered, raced and classed" (Borrego, 2011; Riley et al., 2015;Tonso, 2007). PURPOSEOur focus is women students who thrive in undergraduate engineering student project teams. We need to learn more about how they describe becoming an engineer, about how women come to think of themselves as engineers and about how they perform their engineering selves, and how others come to identify them as engineers (Tonso, 2006). METHODSWe are guided by a feminist, activist, and interpretive lens. Our multi-case study method, i.e., three semi-structured interviews and photovoice, offers two advantages: 1) the knowledge generated by case studies is concrete and context dependent (Case and Light, 2011); 2) case studies are useful in the heuristic identification of new variables and potential hypotheses (George and Bennett, 2005). ACTUAL OUTCOMESOur preliminary results suggest these women find joy in their experience of developing and applying engineering expertise to real, tangible, and challenging problems. They find knowing-about and knowing-how exciting, self-rewarding and self-defining. Further, these women work to transform the culture or ways of participating in project teams. This transforming not only facilitates knowing-about and knowing-how; but also it creates an environment in which women can claim their expertise, their identity as engineers, and have those expertise and identities affirmed by others. CONCLUSIONSIf we aim to transform our gendered, raced, classed institutions, we need to learn more about women who thrive within those institutions. We need to learn more about the joy of doing engineering that these women experience. We also need to learn more about how they create an "integration-and-learning perspective" for themselves (Ely and Thomas, 2001) and a "climate for inclusion" within those project teams (Nishii, 2012), a perspective and climate that fosters the joy of doing engineering.

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Section: Methodsmentioning

confidence: 99%

“Nevertheless, she persisted:” Women thrive when they experience the joy of doing engineering in a climate for inclusion

Evans

Liang

Tucker-Kulesza³

et al. 2022

9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Confere

View full text Add to dashboard Cite

show abstract

“…Studies suggest that students' sense of belonging can be positively impacted through interpersonal and academic validation which increases with positive classroom climate, appreciation of diversity, faculty connection, peer relationships, and growth mindset [21] [23] [24]. The positive impacts of a strong sense of belonging on academic achievement and persistence in STEM majors are well documented [25] - [28]. Reference [29] suggests that social and academic engagement is associated with the development of a strong sense of belonging.…”

Section: Diversity Belonging and Social Integrationmentioning

confidence: 99%

Broadening Engineering Orientation for First-Year Students

Davishahl

Newcomer

2021 ASEE Virtual Annual Conference Content Access Proceedings

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“…Ten years ago, the National Academy of Engineering report Changing the Conversation identified the accepted representations of engineering by engineers as one of the reasons that diversifying the discipline has been a challenge [33]. Through explicit and implicit messaging shared with students, such as engineering students study all the time or engineers love math and science, engineering faculty perpetuate exclusion [20,21,25,31,[34][35][36][37].…”

Section: Owning Exclusionmentioning

confidence: 99%