2025 ASEE Annual Conference & Exposition

work in progress: Exclusive Rhetoric in AI Conference Mission Statements

AI conferences are a key part of education for knowledge sharing, networking, and collaboration, shaping research and applications, and informing curricula. This paper presents preliminary findings from analyzing the mission statements of AI conferences to see if they support or hinder inclusivity and accessibility. In examining language and focus, we identify barriers to entry for educators, researchers, practitioners, and students from underrepresented groups in AI. We use the Language as Symbolic Action (LSA) framework to reveal gaps like the lack of explicit emphasis on DEI, vague promises of empowerment, and elitism. These findings highlight the need for more inclusive language, a clear commitment to DEI initiatives, clearer conference goals, and strategies to address power imbalances and promote equal participation. Our work has two impacts: 1) demonstrating preliminary results from using the Language as Symbolic Action framework for text-analysis, and 2) providing valuable insights for the education community to plan outreach. This work is useful for conference organizers, educators in engineering and CS, researchers, and the broader AI community. Addressing these issues can create a more inclusive and accessible environment for all in AI, promoting innovation, collaboration, and progress.

Authors

Tammy Mackenzie http://orcid.org/0009-0007-6508-2966 The Aula Fellowship [biography]

EcoTech CEO, inventor, MBA, human rights activist, philosopher, and researcher of the intersections between strategic management, institutions, and systems theories.
Leslie Salgado University of Calgary [biography]

PhD Candidate, University of Calgary, Canada.
Dr. Lilianny Virguez http://orcid.org/0009-0007-1672-3907 University of Florida [biography]

Dr. Lilianny Virgüez is an engineering educator with extensive experience teaching first-year engineering students in large, multidisciplinary programs. Her research focuses on student motivation and academic persistence in engineering. Dr. Virgüez brings industry-informed insights to her teaching and curriculum development, drawing on her professional background in telecommunications. She holds a Ph.D. in Engineering Education and a Master’s degree in Management Systems Engineering from Virginia Tech.
Dr. Sreyoshi Bhaduri Amazon Web Services [biography]

Dr. Sreyoshi Bhaduri is an Engineering Educator and People Research Scientist. As part of Global Talent Management Science at Amazon, she employs innovative and ethical mixed-methods research approaches to uncover insights about the 21st century workforce.
Sreyoshi has a doctorate in Engineering Education, and Masters degrees in Applied Statistics (M.A.) and Mechanical Engineering (M.S.). She earned her Bachelors degree in Mechatronics Engineering from Manipal University in India. Sreyoshi has been recognized as a Graduate Academy for Teaching Excellence (VTGrATE) Fellow, a Global Perspectives Program (GPP) Fellow, a Diversity scholar, and was inducted in the Bouchet Honor Society in 2017.
Sreyoshi is passionate about improving belonging among women in Engineering. She serves as Senator at SWE (Society of Women Engineers) - the world’s largest advocate and catalyst for change for women in engineering and technology with over 42,000 global members. She also champions and serves as advisor at Sisters in STEM - a not-for-profit led by school students, aimed at increasing interest, engagement, and allyship in STEM. Learn more about her work at - www.ThatStatsGirl.com
Mr. Animesh Paul University of Georgia [biography]

Animesh was born in Tripura, India, and raised in a liberal modern “brown” military upbringing. He prefers the pronouns “He/They” and considers himself a creative, sanguine, and outgoing individual. He graduated with a bachelor’s degree in Technology focusing on Electronics and Electrical Engineering from KIIT University. He is now a part of the Engineering Education Transformation Institute as a Ph.D. student under the advisement of Dr. Racheida Lewis. His research is in Engineering Education, focusing on equity, inclusion in the classroom, and easing student transition to the workforce catering to STEM graduates.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025