However, these concepts have value for research in engineering education, such as for understanding more about the causes of engineering’s lack of inclusivity. Particularly, there is room to ask: who passes, who do they pass as, why do they pass, and what does that mean for a pursuit of social justice in engineering education? Using Bourdieuean Practice Theory and Intersectionality Theory as guiding frameworks, I describe how my participant, Nando, a member of multiple, traditionally suppressed groups in engineering, found ways to “hide in plain sight” and pass as a dominant member of the upper-class, white spaces he resided throughout his K-16 experience. I show how the ways he passed are encased in meritocratic values such as being intelligent, hard-working, “wealthy,” and obedient. The results also show what he gained by sustaining an authored identity at the periphery of group membership as opposed to being a complete outsider. These results show particular problems in how engineering culture positioned Nando’s and made him feel a need to pass. From this problematization, I outline recommendations for future research in engineering education.

Justin C. Major (Purdue University, USA)

10.17.19: 10:30-Noon, Room 4

Keywords – engineering culture, oppression, identity, inclusion