C4.3: Difference between revisions

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= ''[[Climate]]'' [[C4]].3: Shows respect and sensitivity to diverse learners, including different ways of knowing =
= ''[[Climate]]'' [[C4]].3: Shows respect and sensitivity to diverse learners, including different ways of knowing =


=== Practices ===
=== Activities ===
*Use example problems that are relatable and non-threatening <ref>Riley, D. (2003). Employing liberative pedagogies in engineering education. ''Journal of Women and Minorities in Science and Engineering'', ''9''(2). https://www.dl.begellhouse.com/journals/00551c876cc2f027,3d9caafe4b5772d9,0cbccc1f29d50082.html</ref>  
*Use example problems that are relatable and non-threatening <ref>Riley, D. (2003). Employing liberative pedagogies in engineering education. ''Journal of Women and Minorities in Science and Engineering'', ''9''(2). https://www.dl.begellhouse.com/journals/00551c876cc2f027,3d9caafe4b5772d9,0cbccc1f29d50082.html</ref>  
*Share contributions of marginalized populations to the discipline <ref>Riley, D. (2003). Employing liberative pedagogies in engineering education. ''Journal of Women and Minorities in Science and Engineering'', ''9''(2). https://www.dl.begellhouse.com/journals/00551c876cc2f027,3d9caafe4b5772d9,0cbccc1f29d50082.html</ref>  
*Share contributions of marginalized populations to the discipline <ref>Riley, D. (2003). Employing liberative pedagogies in engineering education. ''Journal of Women and Minorities in Science and Engineering'', ''9''(2). https://www.dl.begellhouse.com/journals/00551c876cc2f027,3d9caafe4b5772d9,0cbccc1f29d50082.html</ref>  

Revision as of 15:04, 11 August 2022

Climate C4.3: Shows respect and sensitivity to diverse learners, including different ways of knowing

Activities

  • Use example problems that are relatable and non-threatening [1]
  • Share contributions of marginalized populations to the discipline [2]

Further Learning

Women in STEM:

Race/Ethnicity in STEM:

Intersectionality in STEM:

  • "The borderlands of education: Latinas in engineering" addresses the question: Why are there so few Latina engineers and what is the potential for change given demographic shifts of the  Latino population? This interdisciplinary, mixed-methods approach offers a new paradigm for examining  the crisis of Latinas in engineering, illuminating the nuanced and multiple exclusionary forces that shape  the culture of engineering and its borderlands. [15]
  1. ↑ Riley, D. (2003). Employing liberative pedagogies in engineering education. Journal of Women and Minorities in Science and Engineering, 9(2). https://www.dl.begellhouse.com/journals/00551c876cc2f027,3d9caafe4b5772d9,0cbccc1f29d50082.html
  2. ↑ Riley, D. (2003). Employing liberative pedagogies in engineering education. Journal of Women and Minorities in Science and Engineering, 9(2). https://www.dl.begellhouse.com/journals/00551c876cc2f027,3d9caafe4b5772d9,0cbccc1f29d50082.html
  3. ↑ Hill, C., Corbett, C., & St Rose, A. (2010). Why so few? Women in science, technology, engineering, and mathematics. American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036. https://files.eric.ed.gov/fulltext/ED509653.pdf
  4. ↑ Corbett, C., & Hill, C. (2015). Solving the Equation: The Variables for Women's Success in Engineering and Computing. American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036. https://files.eric.ed.gov/fulltext/ED580805.pdf
  5. ↑ Buse, K., Hill, C., & Benson, K. (2017). Establishing the research agenda for increasing the representation of women in engineering and computing. Frontiers in psychology, 8, 598. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00598/full
  6. ↑ Slaton, A. E. (2010). Race, rigor, and selectivity in US engineering: The history of an occupational color line. Harvard University Press. https://www.hup.harvard.edu/catalog.php?isbn=9780674036192&content=toc
  7. ↑ McGee, E. O. (2021). Black, brown, bruised: How racialized STEM education stifles innovation. Harvard Education Press. https://www.hepg.org/hep-home/books/black,-brown,-bruised
  8. ↑ McGee, E. O., & Martin, D. B. (2011). “You would not believe what I have to go through to prove my intellectual value!” Stereotype management among academically successful Black mathematics and engineering students. American Educational Research Journal, 48(6), 1347-1389. https://journals.sagepub.com/doi/full/10.3102/0002831211423972?casa_token=twMXPD8KHWAAAAAA%3AvClyAKg5BREgsRRI3OSLs05y0UKI_sASsKzG-k7-q__BCF1XQYlPMt1W7A1v12rmijTAyf62RBk
  9. ↑ McGee, E. O. (2020). Interrogating structural racism in STEM higher education. Educational Researcher, 49(9), 633-644. https://journals.sagepub.com/doi/full/10.3102/0013189X20972718
  10. ↑ McGee, E. O. (2016). Devalued Black and Latino racial identities: A by-product of STEM college culture?. American Educational Research Journal, 53(6), 1626-1662. https://journals.sagepub.com/doi/full/10.3102/0002831216676572?casa_token=w4qQlbdxdNQAAAAA%3Ad3U_lyxy0wKplnz1ai74CCIb1HFNefeEwqbd7MbPloeJRr425M9Jo6k3smfvsJDiqQgmaIv-5tQ
  11. ↑ McGee, E. O., & Bentley, L. (2017). The troubled success of Black women in STEM. Cognition and Instruction, 35(4), 265-289. https://www.tandfonline.com/doi/abs/10.1080/07370008.2017.1355211
  12. ↑ McGee, E., & Martin, D. B. (2011). From the hood to being hooded: A case study of a Black male PhD. Journal of African American males in education, 2(1), 46-65. https://d1wqtxts1xzle7.cloudfront.net/49610023/From_the_Hood_to_Being_Hooded_A_Case_Stu20161014-6780-1arsoh4-with-cover-page-v2.pdf?Expires=1660251535&Signature=HIW0eOOySI15-KzcVoHrR9B1DYezNAxSd15yigRH-UqxyU7thvFJBq1mnFXT9g5lZSuhlYAspB1D0u4zGDZuyxPzCzyGETo1RhAphJB45T0mKnvu4GPV7JR4ZUnmdcOqHIK-Ieo9CgdzdJXMNHOhATHccpHQVrLZg8t6X5mNlFRAtqi-Y5BwcR4e97H7VCdfV9WES6oTS-erLOTDpgbXWOYo9EJFoK46HfbmGPE4QJf4PnlxvV-YFkt5pwFaTeE3gja0Gs0iQtBgBn-hv4zoGDWONz56eUMmJ5Qq71Ps2BISa81iFBTLzl3A6wB9Rt0xnxuy2HVkM9yh~1GYwBlJzA__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
  13. ↑ McGee, E. O., Thakore, B. K., & LaBlance, S. S. (2017). The burden of being “model”: Racialized experiences of Asian STEM college students. Journal of Diversity in Higher Education, 10(3), 253. https://psycnet.apa.org/doiLanding?doi=10.1037%2Fdhe0000022
  14. ↑ Trytten, D. A., Lowe, A. W., & Walden, S. E. (2012). “Asians are good at math. What an awful stereotype” The model minority stereotype's impact on Asian American engineering students. Journal of Engineering Education, 101(3), 439-468. https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2168-9830.2012.tb00057.x
  15. ↑ Camacho, M. M., & Lord, S. M. (2013). The borderlands of education: Latinas in engineering. Lexington Books. https://rowman.com/ISBN/9780739175583/The-Borderlands-of-Education-Latinas-in-Engineering
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