Funded by the NSF Racial Equity in STEM Education Program, this project aims to deeply interrogate the influence and pervasiveness of Whiteness in engineering culture. While there has been substantial research into the masculinity of engineering, Whiteness has received far less attention. We claim the centrality of Whiteness in engineering curricula informs the culture, climate, and discourse of engineering education, leading to an exclusionary culture within engineering as reflected by the lack of diversity and lower retention of students and faculty of color, and contributes to systemic barriers negatively impacting racial equity. Moving towards racial equity in engineering education requires a fundamental shift in thinking in two important ways: 1) we must reframe how we think about underserved populations from "minority" to "minoritized by a dominant discourse", and 2) to begin to dismantle the impacts of Whiteness, we must first make this barrier visible. The paper will expand on these concepts.
In the first year of this project, the PIs have begun to explore scripts of Whiteness in engineering education by conducting a collaborative autoethnography through documenting and analyzing their own experiences facing, enacting and challenging scripts of Whiteness in engineering spaces. The PIs each contribute diverse perspectives of engineering education through lenses of race, gender, and age/rank, among other social identity categories. A collaborative autoethnography (CAE) takes a collaborative approach to the process of critical self reflection and can be conducted in many forms, such as such as collecting personal memory data (e.g., journaling), interviewing each other, facilitating intentional dialogue, or observing each other (e.g., in the classroom). CAE is not a linear process, but requires an ongoing dialogue (conversations, negotiations, or even arguments) between researcher team members over a long period of time (at least months, if not years). Here our diverse viewpoints and years-long experience working together will facilitate rich conversations that let us interrogate the ways in which Whiteness reveals its form differently depending on one’s positionality. In the later years of the project, we will create a faculty development program intended to help engineering faculty develop their critical consciousness and begin to decenter Whiteness from their ways of thinking and discourses (i.e., beliefs, attitudes, value systems, actions, etc.) so they can begin to critically think about promoting and enacting practices that move engineering education toward racial equity. Although the pathway to critical consciousness is not linear, it is a one-way street; once faculty begin to see the systemic barriers (such as those created by scripts of Whiteness) around them, there is no going back. In the long term, we hope to lay the groundwork for recognizing, interrogating, and eventually dismantling forces of systemic oppression in engineering higher education.
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