CAREER: Breaking the Tradition of Silence through Conocimiento and Consciousness Raising among Latinx Engineers

职业生涯：通过拉丁裔工程师的Conocimiento和意识提升打破沉默的传统

基本信息

批准号：
2151404
负责人：
Joel Mejia
金额：
$ 57.94万
依托单位：
University of Texas at San Antonio
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-10-01 至 2025-01-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2151404&HistoricalAwards=false
关键词：
CAREER Breaking Tradition Silence through

项目摘要

Latinx underrepresentation in engineering is a topic that has been widely discussed in engineering education circles for many years. Although the Latinx population continues to grow and more Latinx are attending college, the degree attainment for this population in engineering continues to be low. Different scholars have argued that Latinx students do not pursue engineering careers because the cultures of students do not fit the “cultures of engineering.” The narrow conceptualization of who belongs in engineering has failed to recognize and acknowledge the material realities and lived experiences of Latinx students and their contribution to knowledge construction in engineering. Oftentimes, the conocimiento and testimonio of Latinx students is perceived as a deficit rather than an asset that belongs in engineering. While there is a broad range of research that addresses Latinx students in engineering, the current approaches are devoid of the insider perspectives and methodologies needed to (re)frame and (re)define the ways of doing research about and with Latinx from an asset-based perspective. Without understanding the language, culture, practices, or belief systems of Latinx students, researchers in the past have come to deficit views of Latinx and other marginalized student groups’ thinking and academic work. To counter these deficit views, it is necessary to validate the everyday life experiences of Latinx engineering students and recognize them as holders and creators of knowledge. This study seeks to provide a pathway for the development of more culturally responsive educators and researchers that attend to the lived experiences of Latinx engineering students. The goal is to provide more information on how to support marginalized engineering students by designing a framework that supports learning through transformation while acknowledging conocimiento and testimonio as forms of knowledge generation in engineering. This work contributes to the growing body of knowledge related to student-centered initiatives, the diversification of the engineering field, and the identification of institutional practices that may perpetuate or alleviate the adversity faced and perceived by Latinx students in engineering. This three-phase multi-sited ethnographic study seeks to (1) explore the concept of conocimiento as Latinxs make sense of adverse experiences in engineering, (2) identify and analyze the structural barriers and modes of exclusionary discourse in engineering, and (3) develop a model that integrates Latinx epistemologies and methodologies to expand asset-based and culturally responsive approaches to engineering education research and teaching. Phase 1 of the study focuses on the collection and analysis of the testimonios of Latinx engineering students to unravel traditional academic ideas of who may be considered a producer of knowledge. This analysis addresses how Latinx engineering students negotiate and make meaning of their lived experiences as they go through their engineering journey while documenting their conocimiento. Phase 2 consists of an analysis of institutional norms and how these are communicated and (re)produced to identify the different forms in which institutional practices may perpetuate or alleviate the adversity faced and perceived by Latinx engineering students. Finally, Phase 3 involves the development of methodologies that contribute to the (re)framing of asset-based approaches to engineering education research and teaching. This study provides methodological approaches written by and for Latinxs to theorize and analyze systemic barriers, resistance, persistence, and agency as a way to foster a culture of inclusivity in engineering education, and broaden the participation and academic attainment of Latinx engineering students. The testimonios, conocimiento, and methodologies emerging from this study support advocacy work for Latinx engineering students across the nation, and help dismantle the myth of the Latinx monolith to prevent reproducing the narrative that Latinxs have fixed social configurations, which interferes with the effectiveness of initiatives to increase the number of Latinxs in engineering.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

Latinx在工程学方面的代表性不足是一个为许多人提供的教育界，并且有更多的延期在上大学，而tatinx学生则不适合学生的文化。未能认识到拉丁裔学生的物质现实和生活经验，以及他们在工程学中的知识分解。在工程学领域的拉丁裔学生中，当前的方法没有（重新）从资产，文化，实践中的资产来确定研究和拉丁的方法所需的内部观点和方法。或者，拉丁裔学生的信念系统是过去的研究人员，是在边缘化的学生团体的思维和学术工作中，以验证拉丁人工程学生的日常生活经验，并认识到他们作为知识的持有人和创造者。为了发展更多的响应教育者和研究人员，以及TINX工程学生的生活经历倡议，工程领域和识别企业。工程学的不利经验，（2）识别和分析工程排除的结构性障碍和模式，（3）开发一种整合了拉丁语认识论和方法论，以扩展基于ASET的文化文化方法学生可以不断地了解传统的学术思想。 Latinx工程专业的学生。在工程教育方面，扩大了学术工程专业的学生。工程学中的拉丁裔。该奖项授予NSF'Stututory OfEnd，值得使用Toundation Eview标准进行支持。

项目成果

期刊论文数量（5）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Conocimiento as a Framework: Promoting a Culturally Affirming Identity Development for Latinx Engineers

Conocimiento 作为框架：促进拉丁裔工程师的文化肯定身份发展

DOI：
发表时间：
2022
期刊：
2022 ASEE Annual Conference & Exposition
影响因子：
0
作者：
Mejia, Joel A.
通讯作者：
Mejia, Joel A.

Exploring the racialization of Latinos/as/xs in the U.S. Southwest and its implications on deficit ideologies in engineering education

探索美国西南部拉丁裔/as/xs 的种族化及其对工程教育赤字意识形态的影响

DOI：
发表时间：
2023
期刊：
Frontiers in Education
影响因子：
2.3
作者：
Mejia, Joel A
通讯作者：
Mejia, Joel A

LEGITIMIZED TONGUES: BREAKING THE TRADITIONS OF SILENCE IN MAINSTREAM ENGINEERING EDUCATION AND RESEARCH

合法化的语言：打破主流工程教育和研究的沉默传统

DOI：
10.1615/jwomenminorscieneng.2022036603
发表时间：
2022
期刊：
Journal of Women and Minorities in Science and Engineering
影响因子：
0
作者：
Mejia, Joel Alejandro;Alarcón, Idalis Villanueva;Mejia, Janice;Revelo, Renata A.
通讯作者：
Revelo, Renata A.

Exploring Racialized Ideologies About Latino/A/X Engineering Students In The United States Southwest Region

探索美国西南部地区拉丁裔/A/X 工程专业学生的种族化意识形态