Disentangling the Intersectional Identities of Disabled Women in Engineering Programs through Narrative Inquiry (WIP)

Abstract

This Work-in-Progress (WIP) Research paper explores intersectionality among disabled women in engineering higher education. Our work seeks to understand the complexities of navigating the interlocking systems of sexism and ableism within engineering higher education. Semi-structured interviews were conducted with four disabled women engineering students from a single institution. The purpose of these interviews was to gain a deeper understanding of disabled women's unique experiences navigating their engineering degree program. Interview data were analyzed using narrative inquiry through thematic analysis. Preliminary results showcase the interdependence and compounding nature of sexism and ableism as they operate within engineering education. In this paper, we expand upon the impact of holding multiple marginalized identities, including disability, as described by these students and its effects on their lived experiences within engineering education.