I-MATTER: Identifying Marginalization and Allying Tendencies to Transform Engineering Relationships
Interdisciplinary Areas: | Human-Machine/Computer Interaction, Human Factors, Human-Centered Design |
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Project Description
Teamwork is critical to engineering professional work. While some aspects of teaming with engineering students are well understood and implemented into instructional tools, tools for handling student teams dealing with implicit and explicit marginalization are infrequent. Instructors of large undergraduate courses need tools to help make team-level marginalization visible at the classroom level to interrupt discriminatory or marginalizing behavior amongst teammates, and to model allyship so teammates learn how to interrupt others’ marginalizing behavior when instructors are not around. Existing research on teamwork, even that focused on engineering students, has tended to focus on retrospective survey data reported by teammates, not live classroom observation. The purpose of this project is to assess how undergraduate engineering students experience marginalization in small teams in their classrooms, determine how instructors can identify team-level marginalization, and assess how instructors currently respond to incidents of peer-to-peer marginalization. Postdoctoral fellows will participate in qualitative data collection and analysis, including involvement in observations, interviews, and artifacts assessments, writing up research for publication, and contributing to wide-scale dissemination.
Start Date
August 17, 2020
Postdoc Qualifications
Required:
PhD in engineering education, STEM education, education, or related field
Preferred:
Expertise in engineering, whether professional or educational
Expertise in qualitative data collection and methods
Expertise in critical race theory, feminist theory, or similar
Co-advisors
Alice Pawley, School of Engineering Education
EM: apawley@purdue.edu
Web: https://engineering.purdue.edu/ENE/People/profile?resource_id=34166
Stephanie Masta, Department of Curriculum & Instruction.
EM: szywicki@purdue.edu
Web: https://www.education.purdue.edu/faculty-profiles/name/stephanie-zywicki/
Collaborator
External collaborator
Darryl Dickerson, Assistant professor, Mechanical & Materials Engineering, Florida International University.
EM: ddickers@fiu.edu
References
1. Masta, S. (2018). ‘I am exhausted:’ everyday occurrences of being Native American. International Journal of Qualitative Studies in Education, 31(9), 821-835.
2. Ohland, M.W., M. L. Loughry, D. J. Woehr, L. G. Bullard, R. M. Felder, C. J. Finelli, R. A. Layton, H. R. Pomeranz, and D. G. Schmucker (2012) “The Comprehensive Assessment of Team Member Effectiveness: Development of a Behaviorally Anchored Rating Scale for Self- and Peer Evaluation,” Academy of Management Learning and Education, 11(4), 609–630.
3. Pawley, A. L. (2019) “Learning from small numbers: Studying ruling relations that gender and race the structure of U.S. engineering education.” Journal of Engineering Education, 108 (1) 13-31.
4. Rosser, S.V. (1998) “Group Work in Science, Engineering, and Mathematics: Consequences of Ignoring Gender and Race.” College Teaching 46(3), 82–88.
5. Sue, D.W., C. M. Capodilupo, G. C. Torino, J. M. Bucceri, A. M. B. Holder, K. L. Nadal, and M. Esquilin (2007). “Racial microaggressions in everyday life: Implications for clinical practice,” American Psychologist, 62(4), 271–286.