C4.3
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Climate C4.3: Shows respect and sensitivity to diverse learners, including different ways of knowing
Practices
- Use example problems that are relatable and non-threatening [1]
- Share contributions of marginalized populations to the discipline [2]
Further Learning
Women in STEM:
- "Why so few? Women in science, technology, engineering, and mathematics" presents an introduction to the literature on women in STEM [3]
- "Solving the Equation: The Variables for Women's Success in Engineering and Computing" is a follow-up publication focusing on engineering and computing, where women are severely underrepresented. Research is summarized and solutions are proposed. [4]
- "Establishing the Research Agenda for Increasing the Representation of Women in Engineering and Computing" presents takeaways from the research, proven strategies, and promising practices being used by industry thought leaders [5]
- The Women in Engineering ProActive Network (WEPAN) Women in STEM Knowledge Center is a searchable clearinghouse for information related to women in STEM, including links to websites, articles, and reports. It aims to create a professional community for dialogue and translating research into practice.
Race/Ethnicity in STEM:
- "Race, Rigor, and Selectivity in U.S. Engineering: The History of an Occupational Color Line" examines the history of race in engineering education, focusing on African American experiences [6]
- Ebony McGee's work, including her book "Black, Brown, and Bruised: How Racialized STEM Education Stifles Innovation" [7], explores systems of oppression in operation against People of Color in STEM educational spaces. [8][9][10][11][12][13]
- "“Asians are Good at Math. What an Awful Stereotype”: The Model Minority Stereotype's Impact on Asian American Engineering Students" shows that although Asian American students do not all conform to their assigned stereotype, they face discrimination because of it. Recommendations for equity are included. [14]
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]
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
- ↑ 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
