Stephen Secules, Cassandra McCall, J. Mejia, Chanel Beebe, Adam S. Masters, M. Sánchez-Peña, Martina V. Svyantek
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引用次数: 82
Abstract
Many engineering education researchers acknowledge that their positionality impacts their research. Practices for reporting positionality vary widely and rarely incorporate a nuanced discussion of the impact of demographic identities on research. Researchers holding marginalized or relatively hidden identities must navigate additional layers regarding transparency of their positionality.
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