A Sojourn of Engineering Identity Conflict: Exploring Identity Interference Through a Performative Lens
- Conference
- Location
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Virtual Conference
- Publication Date
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July 26, 2021
- Start Date
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July 26, 2021
- End Date
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July 19, 2022
- Conference Session
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'Diversity' and Inclusion? Pedagogy, Experiences, Language and Performative Action
- Tagged Division
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Liberal Education/Engineering & Society
- Tagged Topic
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Diversity
- Page Count
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10
- DOI
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10.18260/1-2--36610
- Permanent URL
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https://strategy.asee.org/36610
- Download Count
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350
Paper Authors
Cole Hatfield Joslyn
University of Texas at El Paso
orcid.org/0000-0001-8218-2992
Cole Joslyn is an Assistant Professor of Practice in the Department of Engineering Education and Leadership at The University of Texas at El Paso. His research emphasizes humanizing engineering education, particularly 1) increasing Latinx students’ sense of belonging in engineering by a) integrating holistic, socio-culturally responsive practices and Latinx cultural assets and values into educational success strategies, and b) understanding how Latinx students experience values conflicts and exploring how to help them reconcile those conflicts; 3) promoting student growth/development in multiple dimensions; and 4) reconciling the social and technical nature of engineering.
Meagan R. Kendall University of Texas at El Paso
An Assistant Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is helping develop a new Engineering Leadership Program to enable students to bridge the gap between traditional engineering education and what they will really experience in industry. With a background in both engineering education and design thinking, her research focuses on how Hispanic students develop an identity as an engineer, methods for enhancing student motivation, and methods for involving students in curriculum development and teaching through Peer Designed Instruction.
Abstract
Rather than disowning one identity and its respective culture for the sake of assimilating into another, how does a person navigate the various identities and reconcile potentially conflicting cultural beliefs, values, and assumptions? Further, as co-creators of the culture that is engineering, how can we, as engineering educators, recognize and use these moments of identity interference to pinpoint opportunities to reshape what it means to be an engineer into something more inclusive? To answer these questions, we engaged in a collaborative autoethnographic journey to explore how we have navigated and sought to reconcile the apparent values conflicts among our multiple roles and identities. Prompted by Denzin & Lincoln (2011) and inspired by Augusto Boal (1979) and Amanda Gorman, we have attempted to engage in performative action to present our findings, revealing insight into our own experiences with identity interference, values conflict, and how we navigated our multiple identities and reconciled our competing values.
Joslyn, C. H., & Kendall, M. R. (2021, July), A Sojourn of Engineering Identity Conflict: Exploring Identity Interference Through a Performative Lens Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36610
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