2021
DOI: 10.7771/2157-9288.1325
|View full text |Cite
|
Sign up to set email alerts
|

Reflections on Asset-Based Pre-College Engineering Education to Promote Equity: An Introduction to the Special Issue

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
2
1

Citation Types

0
10
0

Year Published

2022
2022
2024
2024

Publication Types

Select...
3
1
1

Relationship

0
5

Authors

Journals

citations
Cited by 8 publications
(10 citation statements)
references
References 0 publications
0
10
0
Order By: Relevance
“…Building on a thread of unpacking strength‐based approaches in K–12 engineering education (Martin & Wendell, 2021) and calling for provocations to surface criticality in the field (Holly, 2023), our findings suggest increased theoretical attention to power and history in our educational research. Examples from other STEM disciplines can offer tools to understand how disciplinary concepts are entangled with inequitable cultures of schooling and how we can resist the reification of educational inequities in engineering education.…”
Section: Discussionmentioning
confidence: 77%
See 2 more Smart Citations
“…Building on a thread of unpacking strength‐based approaches in K–12 engineering education (Martin & Wendell, 2021) and calling for provocations to surface criticality in the field (Holly, 2023), our findings suggest increased theoretical attention to power and history in our educational research. Examples from other STEM disciplines can offer tools to understand how disciplinary concepts are entangled with inequitable cultures of schooling and how we can resist the reification of educational inequities in engineering education.…”
Section: Discussionmentioning
confidence: 77%
“…In examples of retooling academic hierarchies, we observed that teachers' reasoning also focused on narrow skills or abilities, but those that are not typically afforded status in schools, such as Alma's emphasis on building (Section 5.1.2—Interview 2) or Brad's focus on the importance of breaking down problems (Section 5.1.2—Interview 1). In contrast, examples showing disruptions to these discourses tapped into the heterogeneity in engineering practice (Section 5.2.2—Marlene Interview 2 and Alma Interview 2), recognizing the diverse ways students can contribute to engineering (Gravel et al, 2021; Holly, 2021; Martin & Wendell, 2021).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Unfortunately, the voices, perspectives, and practices of youth and families participating in these programs have been notably absent from the engineering education literature, especially for individuals from historically marginalized communities. Equity scholars have noted how educators and researchers have struggled to rethink the historically colonialist and hegemonic perspectives that have dominated the engineering education field and continue to serve as central barriers to diversifying engineering careers [12]- [16]. For example, scholars have advocated for the need to rethink what engineering practices are valued, who is and is not positioned as legitimate learners and doers of engineering across different learning settings, and how engineering as a discipline is defined in ways that exclude or devalue other forms of doing, thinking, and problem solving.…”
Section: Family Voices: Learning From Families With Preschool-age Chi...mentioning
confidence: 99%
“…Scholars in education have longed provided analysis of social structures by correlating factors of racial identity (Hammond, 2014;Hrabowski et al, 1998) and socioeconomic status with likelihood for academic success (Economic Policy Institute, 2017), but little is known about how these factors influence PCEE. In a recent special issue focused on PCEE research, Martin & Wendell (2021) discuss the dominant narrative driving initiatives for equity in engineering education:…”
Section: Introductionmentioning
confidence: 99%