Navigating equity work in engineering: contradicting messages encountered by minority faculty

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Standard

Navigating equity work in engineering : contradicting messages encountered by minority faculty. / Chen, Diana; Mejia, Joel Alejandro; Breslin, Samantha Dawn.

I: Digital Creativity, Bind 30, Nr. 4, 2019, s. 329-344.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Chen, D, Mejia, JA & Breslin, SD 2019, 'Navigating equity work in engineering: contradicting messages encountered by minority faculty', Digital Creativity, bind 30, nr. 4, s. 329-344. https://doi.org/10.1080/14626268.2019.1678486

APA

Chen, D., Mejia, J. A., & Breslin, S. D. (2019). Navigating equity work in engineering: contradicting messages encountered by minority faculty. Digital Creativity, 30(4), 329-344. https://doi.org/10.1080/14626268.2019.1678486

Vancouver

Chen D, Mejia JA, Breslin SD. Navigating equity work in engineering: contradicting messages encountered by minority faculty. Digital Creativity. 2019;30(4):329-344. https://doi.org/10.1080/14626268.2019.1678486

Author

Chen, Diana ; Mejia, Joel Alejandro ; Breslin, Samantha Dawn. / Navigating equity work in engineering : contradicting messages encountered by minority faculty. I: Digital Creativity. 2019 ; Bind 30, Nr. 4. s. 329-344.

Bibtex

@article{f7a4b6bfb7314053a9be78c02325b6f2,
title = "Navigating equity work in engineering: contradicting messages encountered by minority faculty",
abstract = "The lack of diversity in engineering and perpetuation of inequities through engineering designs have motivated the rise of new curricula centred on the integration of traditional technical content with social aspects of technology. However, the {\textquoteleft}revolutionizing{\textquoteright} of curricula has primarily been spearheaded by junior faculty, women and faculty of colour. This article uses an autoethnographic approach to explore the development of social justice-oriented curricula within engineering from the perspectives of junior women and faculty of colour. Drawing on feminist and critical race theory, we discuss how power dynamics within the school, university and engineering more broadly have shaped the development and teaching of justice-oriented engineering. Through the lens of our experiences, we show that, despite the support from some institutional allies and administrators, stereotypes, hegemonic norms and microaggressions can undermine efforts for social and structural change in engineering education, even as such changes are supported and promoted by the institution.",
keywords = "Faculty of Social Sciences, Intersectionality, institutional change, engineering education, autoethnography, engineering culture",
author = "Diana Chen and Mejia, {Joel Alejandro} and Breslin, {Samantha Dawn}",
year = "2019",
doi = "10.1080/14626268.2019.1678486",
language = "English",
volume = "30",
pages = "329--344",
journal = "Digital Creativity",
issn = "1462-6268",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Navigating equity work in engineering

T2 - contradicting messages encountered by minority faculty

AU - Chen, Diana

AU - Mejia, Joel Alejandro

AU - Breslin, Samantha Dawn

PY - 2019

Y1 - 2019

N2 - The lack of diversity in engineering and perpetuation of inequities through engineering designs have motivated the rise of new curricula centred on the integration of traditional technical content with social aspects of technology. However, the ‘revolutionizing’ of curricula has primarily been spearheaded by junior faculty, women and faculty of colour. This article uses an autoethnographic approach to explore the development of social justice-oriented curricula within engineering from the perspectives of junior women and faculty of colour. Drawing on feminist and critical race theory, we discuss how power dynamics within the school, university and engineering more broadly have shaped the development and teaching of justice-oriented engineering. Through the lens of our experiences, we show that, despite the support from some institutional allies and administrators, stereotypes, hegemonic norms and microaggressions can undermine efforts for social and structural change in engineering education, even as such changes are supported and promoted by the institution.

AB - The lack of diversity in engineering and perpetuation of inequities through engineering designs have motivated the rise of new curricula centred on the integration of traditional technical content with social aspects of technology. However, the ‘revolutionizing’ of curricula has primarily been spearheaded by junior faculty, women and faculty of colour. This article uses an autoethnographic approach to explore the development of social justice-oriented curricula within engineering from the perspectives of junior women and faculty of colour. Drawing on feminist and critical race theory, we discuss how power dynamics within the school, university and engineering more broadly have shaped the development and teaching of justice-oriented engineering. Through the lens of our experiences, we show that, despite the support from some institutional allies and administrators, stereotypes, hegemonic norms and microaggressions can undermine efforts for social and structural change in engineering education, even as such changes are supported and promoted by the institution.

KW - Faculty of Social Sciences

KW - Intersectionality

KW - institutional change

KW - engineering education

KW - autoethnography

KW - engineering culture

U2 - 10.1080/14626268.2019.1678486

DO - 10.1080/14626268.2019.1678486

M3 - Journal article

VL - 30

SP - 329

EP - 344

JO - Digital Creativity

JF - Digital Creativity

SN - 1462-6268

IS - 4

ER -

ID: 229912505