2025 ASEE Annual Conference & Exposition

Social equity is defined as the fair distribution of services, benefits, and outcomes, and is a measure allowing for equivalency while not necessitating exact sameness. It is rooted in the idea that everyone is equal and has inalienable rights. The concept of social equity was initially focused on addressing the challenges faced by African Americans(Guy & McCandless, 2012). Over time, it has expanded to address inequity based on gender, race, class, age, sexuality, and environment. In transportation, Equity is called the “third E” of sustainability after economic and environmental factors (Kuzio, 2019). Despite growing interest in social equity in recent years, it remains the least discussed concept in the field of sustainability in transportation. Social Equity in transportation is reflected in terms of mobility, accessibility, travel time, safety, transportation expenditure, affordability, and investments. However, current transportation projects and infrastructure still do not adequately consider the fair distribution of benefits and costs, highlighting a gap in the implementation of researched social equity considerations in transportation and a lack of trained professionals on equity-related topics.
This study is a preliminary step in the effort to close the training gap on equity-related topics when it comes to the preparation of civil engineering and construction management students. The purpose of this study is to gain an understanding of the current situation about social equity education in transportation, with the intent of using this knowledge to develop improved training. This paper will describe findings from two types of data collection. First, we surveyed first-year civil engineering, environmental engineering, and construction management students to gather their views on how their respective fields relate to or contribute to social equity. Second, we conducted interviews with six educators and practitioners to identify gaps in training that limit the ability of new professionals in the transportation field to contribute to social equity through their work.
The study analyzes the interviews and surveys with thematic qualitative analysis and descriptive statistics to identify common themes and connect them to approaches, misunderstandings, and difficulties in addressing social equity. The analysis shows that, on average, students rated the relevance of equity to their future practice in the built environment at 3.48 out of 5, and 60% of the participants would like to integrate equity into their academic studies and future professional work. Practitioners highlighted the importance of skills such as active listening, effective communication, and openness to diverse opinions and life experiences, as key qualities for professionals aiming to promote social equity in transportation. Additionally, educators emphasized that equity in transportation education can be enhanced by encouraging community-engaged learning.
This study can help create a foundational framework for future researchers to explore deeper questions about how equity is understood and taught. It also provides insights for creating more inclusive education strategies that cater to diverse perspectives and learning needs. It will also help raise awareness about the importance of trained professionals considering social equity, leading to more equitable outcomes in transportation.