I have been quite busy, as all graduate students seem to be. I do not glorify “busy” – our culture is one which holds “being busy” in high regard, in contrast to the pejorative framing of “not doing anything.” I love to do nothing. The times I am doing nothing are often some of the most enjoyable times in my day.
Complexity of Nonbinary Inclusion in Engineering Culture
I presented the following paper on how rhetoric of diversity and inclusion does not go far enough for nonbinary students and peers – it requires us all to have a radical shift in our conceptualization of gender, no matter where we are as engineers.
This was presented at ASEE 125th Annual Exposition in Salt Lake City. Check it out, let me know what you think! Paper ID #22710
Continue reading “Complexity of Nonbinary Inclusion in Engineering Culture”
On Being Included (in Engineering)
Pulling from the work of Sara Ahmed, I reflect on what “diversity work” means in an institution and what I have learned from her 2012 book.
Readers and peers will know from the onset that I am a big fan of Sara Ahmed. Her books Queer Phenomenology and Living a Feminist Life are texts I return to again and again. My research, my role, my career has turned towards “diversity, equity, inclusion” as buzzwords that flutter around the spaces I engage in.
Phenomenology and Engineering Education Research
Moving towards methods defined as feminist requires moving beyond only considering the experience of the individual to further include context of the external forces which act upon the body.
An unpublished paper I wrote regarding phenomenology – its many flavors and its applications within engineering education research. “Qualitative and phenomenological methods are increasingly employed which use experience and narrative of individuals to shape emergent theoretical findings. I wish to open up this ‘black box’ and explore how phenomenology – in particular feminist and queer theory informed phenomenology – can complement dominant research methods within engineering education.”
Continue reading “Phenomenology and Engineering Education Research”
Building upon Patriarchy – Kyriarchy & Engineering
What can we do to move past a homogenous (white) women in engineering mindset?
Women are underrepresented in STEM. People of color, and especially women of color, experience a field that is often overtly hostile or “chilly”. LGBTQ individuals face rampant harassment and subtle forms of exclusion which create an alarming rate of hiding their identity.
You may notice that we are not struggling against a simple patriarchy – domination of men in society. It’s more than that. If we look at those who control our offices, institutions, congress, corporations, and White House, we see a clearer image of who tends to solidify themselves within positions of power.
Continue reading “Building upon Patriarchy – Kyriarchy & Engineering”
Why social justice in engineering, anyways?
…a new concept of engineering education, practice, and knowledge production which centers justice and activism for peoples historically marginalized by our field…
This is a an overview of sorts for a new concept of engineering education, practice, and knowledge production which centers justice and activism for peoples historically marginalized by our work. I envision a future where we call ourselves social justice engineers and where we proudly say our work can be called social justice engineering.
Continue reading “Why social justice in engineering, anyways?”
