How Latiné Engineering Students Resist White Male Engineering Culture: A Multi-Institution Analysis of Academic Engagement

Autor/inn/en	Garriott, Patton O.; Carrero Pinedo, Ayli; Hunt, Heather K.; Navarro, Rachel L.; Flores, Lisa Y.; Desjarlais, Cerynn D.; Diaz, David; Brionez, Julio; Lee, Bo Hyun; Ayala, Evelyn; Martinez, Leticia D.; Hu, Xiaotian; Smith, Megan K.; Suh, Han Na; McGillen, Gloria G.
Titel	How Latiné Engineering Students Resist White Male Engineering Culture: A Multi-Institution Analysis of Academic Engagement
Quelle	In: Journal of Engineering Education, 112 (2023) 3, S.695-718 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garriott, Patton O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20536
Schlagwörter	Engineering Education; Latin Americans; Hispanic American Students; White Students; Males; Equal Education; Females; Learner Engagement; Undergraduate Students; Self Concept; Individual Development; Cultural Background; Sex Fairness; Sex Role; Cultural Influences; Power Structure; Advantaged; Resistance (Psychology) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Latin America; People; Lateinamerika; Bevölkerung; Volk; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Weibliches Geschlecht; Selbstkonzept; Individuelle Entwicklung; Sexualaufklärung; Geschlechterrolle; Cultural influence; Kultureinfluss; Resistenz
Abstract	Background: Although participation rates vary by field, Latiné and women engineers continue to be underrepresented across most segments of the engineering workforce. Research has examined engagement and persistence of Latiné and White women in engineering; however, few studies have investigated how race, ethnicity, gender, and institutional setting interact to produce inequities in the field. Purpose: To address these limitations, we examined how Latina, Latino, and White women and men students' engagement in engineering was informed by their intersecting identities and within their institutional setting over the course of a year. Method: We interviewed 32 Latina, Latino, and White women and men undergraduate engineering students attending 11 different predominantly White and Hispanic Serving Institutions. Thematic analysis was used to interpret themes from the data. Results: Our findings illustrate how Latinas, Latinos, and White women developed a strong engineering identity, which was critical to their engagement in engineering. Students' engineering identity was grounded in their perceived fit within engineering culture, sense of purpose for pursuing their degree, and resistance to the dominance of White male culture in engineering. Latinas described unique forms of gendered, racialized marginalization in engineering, whereas Latinas and Latinos highlighted prosocial motivations for completing their degree. Conclusions: Findings suggest that institutional cultures, norms, and missions are critical to broadening participation of Latinas, Latinos, and White women in engineering. Disrupting White male culture, leveraging Latiné students' cultural wealth, and counter-framing traditional recruitment pitches for engineering appear to be key in these efforts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01