Pub Date : 2023-10-30DOI: 10.1080/19378629.2023.2272807
Shannon K. Gilmartin, Samantha R. Brunhaver, Sara Jordan-Bloch, Gabriela Gall Rosa, Caroline Simard, Sheri D. Sheppard
Positioned as part of leadership development in many organizations, ‘stretch assignments’ are a type of work assignment that can prove someone’s readiness to advance in their career. Informed by status characteristics theory, our research investigates the frequency and expected outcomes of stretch assignments among recent engineering graduates in the workforce. Findings suggest that early-career stretch assignments, especially assignments involving new and unfamiliar areas, potentially intensify gender and racial/ethnic workforce inequality. Other types of assignments that may be more familiar and clearly-scoped to early-career engineers show a different and less inequality-intensifying pattern. We discuss why early-career engineers’ assignments may be sites of inequality and the need for more focus on organizational processes around career-advancing work.
{"title":"Early-Career Assignments and Workforce Inequality in Engineering","authors":"Shannon K. Gilmartin, Samantha R. Brunhaver, Sara Jordan-Bloch, Gabriela Gall Rosa, Caroline Simard, Sheri D. Sheppard","doi":"10.1080/19378629.2023.2272807","DOIUrl":"https://doi.org/10.1080/19378629.2023.2272807","url":null,"abstract":"Positioned as part of leadership development in many organizations, ‘stretch assignments’ are a type of work assignment that can prove someone’s readiness to advance in their career. Informed by status characteristics theory, our research investigates the frequency and expected outcomes of stretch assignments among recent engineering graduates in the workforce. Findings suggest that early-career stretch assignments, especially assignments involving new and unfamiliar areas, potentially intensify gender and racial/ethnic workforce inequality. Other types of assignments that may be more familiar and clearly-scoped to early-career engineers show a different and less inequality-intensifying pattern. We discuss why early-career engineers’ assignments may be sites of inequality and the need for more focus on organizational processes around career-advancing work.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-26DOI: 10.1080/19378629.2023.2272791
Floris van der Marel, Tua Björklund, Sheri Sheppard
While many early-career engineers in the United States leave the field of engineering in the first few years of their careers, we know little of their early professional experiences and reasoning for career plans. We conducted 33 semi-structured interviews with early-career engineers, comparing the experiences of engineers across intersections of gender and race. In particular, we examine meaningful early-career experiences and how these connect to the innate needs of autonomy, competence, and relatedness, as well as career intentions. Top moments on the job were often first-time experiences and milestones that enhanced the engineers’ sense of competence. Meaningful moments connected to relatedness were more often positive than negative experiences for White men, whereas experiences undermining relatedness were more common for people of color and/or women. Connections to autonomy emerged more in bottom moments, especially for White engineers. Across different intended career pathways, early-career engineers often evaluated their experiences regarding their ability to work effectively and through social validation from peers and managers (or undermined by a lack thereof). The results indicate the need for a greater understanding of early-career affordances in supporting entry and retention in the engineering workforce by promoting individual effectiveness and social validation.
{"title":"Moments that Matter: Early-Career Experiences of Diverse Engineers on Different Career Pathways","authors":"Floris van der Marel, Tua Björklund, Sheri Sheppard","doi":"10.1080/19378629.2023.2272791","DOIUrl":"https://doi.org/10.1080/19378629.2023.2272791","url":null,"abstract":"While many early-career engineers in the United States leave the field of engineering in the first few years of their careers, we know little of their early professional experiences and reasoning for career plans. We conducted 33 semi-structured interviews with early-career engineers, comparing the experiences of engineers across intersections of gender and race. In particular, we examine meaningful early-career experiences and how these connect to the innate needs of autonomy, competence, and relatedness, as well as career intentions. Top moments on the job were often first-time experiences and milestones that enhanced the engineers’ sense of competence. Meaningful moments connected to relatedness were more often positive than negative experiences for White men, whereas experiences undermining relatedness were more common for people of color and/or women. Connections to autonomy emerged more in bottom moments, especially for White engineers. Across different intended career pathways, early-career engineers often evaluated their experiences regarding their ability to work effectively and through social validation from peers and managers (or undermined by a lack thereof). The results indicate the need for a greater understanding of early-career affordances in supporting entry and retention in the engineering workforce by promoting individual effectiveness and social validation.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"4 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136376605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-11DOI: 10.1080/19378629.2023.2266416
Kai Lo Andersson, Catharina Landström
Despite decades of directed efforts gender equality is still a challenge in many university level STEM institutions. Key reasons for this are found in disciplinary and institutional cultures. A crucial cultural element is professional identity. In this article, an ethnographic study of a gender equality program in a technical university in Sweden underpins the identification of a professional identity that we name: the ‘sole engineering genius’. This cultural figure displays features that run counter to measures promoting gender equality. As a component of engineering faculty’s self-perception as well as views of others, this figure provides rationales for rejecting the changes required to end gender inequality. Against the backdrop of research literature, we argue that this professional identity is not a local or national phenomenon, but likely a key factor in academic engineering culture transnationally that may continue to undermine gender equality strategies in STEM institutions.
{"title":"The Sole Engineering Genius: A Professional Identity Not Fit for the Purpose of Gender Equality Projects","authors":"Kai Lo Andersson, Catharina Landström","doi":"10.1080/19378629.2023.2266416","DOIUrl":"https://doi.org/10.1080/19378629.2023.2266416","url":null,"abstract":"Despite decades of directed efforts gender equality is still a challenge in many university level STEM institutions. Key reasons for this are found in disciplinary and institutional cultures. A crucial cultural element is professional identity. In this article, an ethnographic study of a gender equality program in a technical university in Sweden underpins the identification of a professional identity that we name: the ‘sole engineering genius’. This cultural figure displays features that run counter to measures promoting gender equality. As a component of engineering faculty’s self-perception as well as views of others, this figure provides rationales for rejecting the changes required to end gender inequality. Against the backdrop of research literature, we argue that this professional identity is not a local or national phenomenon, but likely a key factor in academic engineering culture transnationally that may continue to undermine gender equality strategies in STEM institutions.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136063786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-06DOI: 10.1080/19378629.2023.2267045
Stephanie Lezotte
AbstractResearch suggests the normative culture of engineering perpetuates the marginalization of individuals with excluded identities, contributing to a lack of diversity in academia and the workforce. As evidenced by recent funding opportunities, stakeholders view diversity and inclusion (D&I) as critical to broadening participation, and many engineering units have espoused their commitment to D&I efforts. However, additional research is needed to better understand how institutional contexts shape D&I efforts occurring in academic engineering units. This multiple case study examined engineering units at three U.S. universities that received the same National Science Foundation grant to cultivate an inclusive engineering culture. Drawing from the field of organizational theory, I analyzed data from 11 interviews and 209 pages of documents to understand how university context shaped engineering D&I efforts. The theory of neoinstitutionalism was used as a lens to understand similarities and differences among the cases. Findings suggest D&I efforts were heavily shaped by institutional contexts including the desire for prestige, availability of resources, and pressure from internal and external stakeholders. Implications for policymakers, funding agencies, and engineering leaders point to the need to re-imagine markers of engineering education legitimacy.KEYWORDS: Diversity and inclusionEngineering education reformNeoinstitutionalism Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 ‘National Science Foundation’.2 Leydens and Lucena, Engineering Justice.3 Lezotte, “Making Sense of Diversity and Inclusion in Engineering.”4 Ibid.5 DiMaggio and Powell, “The Iron Cage Revisited.”6 Ibid. and March, “Footnotes to Organizational Change.” Also see Meyer and Rowan, “Institutionalized Organizations.”7 Suchman, “Managing Legitimacy,” 574.8 Meyer and Rowan, “Institutionalized Organizations”; Meyer and Scott, “Centralization and the Legitimacy Problems of Local Governments.”9 Meyer, Scott, and Deal, “Institutional and Technical Sources of Organizational Structure.”10 Deephouse et al., “Organizational Legitimacy.”11 Mintzberg, “Structure in 5’s.”12 Etzioni, “Authority Structure and Organizational Effectiveness.”13 Cohen and March, “Leadership in an Organized Anarchy.”14 Scott, Organizations.15 Keup et al., “Organizational Culture and Institutional Transformation.”16 Shadle, Marker, and Earl, “Faculty Drivers and Barriers.”17 Argyris, “Initiating Change that Perseveres.”18 Tierney, “Organizational Culture in Higher Education.”19 Kotter, “Leading Change.”20 Clark, “The Contradictions of Change in Academic Systems,” 10121 DiMaggio and Powell, “The Iron Cage Revisited.”22 Meyer and Rowan, “Institutionalized Organizations,” 341.23 Daft and Weick, “Toward a Model of Organizations as Interpretation Systems”; Pfeffer and Salancik, The External Control of Organizations.24 DiMaggio and Powell, “The Iron Cage Revisited”; Suchman, “Ma
研究表明，规范的工程文化使具有被排斥身份的个人边缘化，导致学术界和劳动力缺乏多样性。正如最近的融资机会所证明的那样，利益相关者认为多样性和包容性(D&I)是扩大参与的关键，许多工程单位已经支持他们对D&I努力的承诺。然而，需要更多的研究来更好地理解制度背景如何影响学术工程单位的D&I工作。这个多案例研究调查了三所美国大学的工程单位，这些大学接受了同样的国家科学基金会资助，以培养包容性的工程文化。从组织理论领域出发，我分析了来自11个访谈和209页文件的数据，以了解大学背景如何影响工程D&I工作。本文以新制度主义理论为视角，分析了案例的异同。研究结果表明，D&I的努力在很大程度上受到制度背景的影响，包括对声望的渴望、资源的可用性以及来自内部和外部利益相关者的压力。对政策制定者、资助机构和工程领导者的影响表明，需要重新构想工程教育合法性的标志。关键词:多样性与包容性工程教育改革新制度主义披露声明作者未报告潜在的利益冲突。注1“国家科学基金Lezotte，“工程中的多样性和包容性的意义”。4同上，5迪马乔和鲍威尔，“重新审视铁笼子。”6同上，3月，“组织变革的脚注”。也可参见Meyer和Rowan的《制度化组织》。7 Suchman，“管理合法性”，574.8 Meyer和Rowan，“制度化组织”;Meyer, Scott， <中央集权与地方政府合法性问题>。9 Meyer, Scott和Deal， <组织结构的制度和技术来源>。10 Deephouse et al.，《组织合法性》。明茨伯格，《5年代的结构》。12 Etzioni，《权力结构与组织效率》。13 Cohen and March， <有组织无政府状态下的领导力>。[14] Scott，《组织文化与制度转型》。16 Shadle, Marker, and Earl， "教员司机和障碍。" 17阿吉里斯，"发起持续的改变。《高等教育组织文化研究》。19 .科特，《领导变革》。20 Clark，“学术体系变革的矛盾”，10121 DiMaggio和Powell，“铁笼再访”。22 Meyer和Rowan，“制度化的组织”，341.23 Daft和Weick，“组织作为解释系统的模型”;24迪马乔和鲍威尔:《重新审视铁笼子》;Suchman，“管理合法性。25迪马乔和鲍威尔，《重访铁笼》26霍利，“人类生态学”，334.27迪马乔和鲍威尔，“重新审视铁笼子。”28同上29 Meyer和Rowan，“制度化的组织”。[30]费尼根和甘森，“综合性机构对研究文化的学科适应”，《案例研究的艺术》，[32]汉斯曼，“为什么大学有捐赠基金?”33 Stake，案例研究的艺术。34 Patton，定性研究与评估方法。35同上。36 Saldaña，定性研究人员编码手册。37同上。38 Erlingsson和Brysiewicz，“做内容分析的实践指南”;“质性内容分析的三种方法”。39 Altheide et al.，“紧急定性文件分析”，130.40 Saldaña，《定性研究人员编码手册》。41 Guba and Lincoln，“判断第四代评估的质量”。42古巴和林肯，有效评价，377.43股权，多案例研究分析;迈尔斯和休伯曼:《定性数据分析》，173.44贝克特:《重新审视制度同构》，156.45迪马乔和鲍威尔:《重新审视铁笼子》。46阿什沃斯、博因和德尔布里奇，《从铁笼子里逃出来?》47 Meyer和Rowan，《制度分析与教育研究》。48 Meyer和Rowan，《制度化的组织》49迪马乔和鲍威尔，《重访铁笼》，75页。
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Pub Date : 2023-09-19DOI: 10.1080/19378629.2023.2259368
Kristin A. Bartlett, Stephanie M. Masta
AbstractIndustrial design is a male-dominated profession, though the reasons for its persistent gender disparity have not been as well-researched as in other STEM disciplines. This work analyzes recent podcast discourse for insights regarding gender dynamics in the US industrial design industry. Feminist critical discourse analysis was applied to episodes from two popular industrial design podcasts in which the podcast hosts, who are industrial designers or design educators, interview professional industrial designers. We found that women designers were given less airtime in the podcasts, mentioned less frequently, and spoken of less positively than men designers. Areas where women industrial designers more commonly work, such as toy design, were devalued, while design consultancies focusing on consumer electronics were highly valued. Skills in design that were more closely linked with manufacturing engineering, such as computer-aided design, were also valued more highly than ‘softer’ design skills like user research. Thus, the podcast discourse contributed to the masculinization of the industrial design profession and the devaluing of women in the field. We conclude that in order to foster a more inclusive culture within the discipline of industrial design, the devaluing of women designers and feminized subdisciplines should be acknowledged and addressed.KEYWORDS: Industrial designgenderpodcastsdiscourse analysiswomenfeminist technology studies AcknowledgementsWe would like to thank Dr. Sharra Vostral for providing feedback on early drafts of the paper, and for her guidance and direction regarding the theoretical framework.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 IDSA HQ, “Toward a Data-Informed Future.”2 Coroflot, “Design Salary Guide.”3 IDSA HQ, “Toward a Data-Informed Future.”4 Ibid.5 Silverstein and Sayre, “The Female Economy.”6 Hewlett, Marshall and Sherbin, “How Diversity Can Drive Innovation.”7 Cook and Kongcharoen, “The Idea Gap in Pink and Black.”8 Herring, “Does Diversity Pay?”9 Temm, “If You Meet the Expectations of Women, You Exceed The Expectations of Men”.10 Ensmenger, “‘Beards, Sandals, and Other Signs of Rugged Individualism.’”11 Canney and Bielefeldt, “Gender Differences in the Social Responsibility Attitudes of Engineering Students and How They Change Over Time”; Faulkner, “`Nuts and Bolts and People’”; Smith and Gayles, “‘Girl Power’: Gendered Academic and Workplace Experiences of College Women in Engineering”; Seron et al., “‘I Am Not a Feminist, But … ’”12 Rhoton, “Distancing as a Gendered Barrier.”13 Ronen, “The Postfeminist Ideology at Work.”14 Lockhart and Miller, “Destined to Design?”; Lockhart, Cathy and Miller, Evonne, “Studying Industrial Design.”15 Reimer, “‘It’s Just a Very Male Industry.’”16 McMahon and Kiernan, “Sisters Are Doing It for Themselves?”17 Yang, “Gender Differences in Industrial Design Students’ Vocation Maturity and Career Choices in Taiwanese Universi
{"title":"A Glimpse into the Gendered Dynamics in Industrial Design through the Podcast Discourse","authors":"Kristin A. Bartlett, Stephanie M. Masta","doi":"10.1080/19378629.2023.2259368","DOIUrl":"https://doi.org/10.1080/19378629.2023.2259368","url":null,"abstract":"AbstractIndustrial design is a male-dominated profession, though the reasons for its persistent gender disparity have not been as well-researched as in other STEM disciplines. This work analyzes recent podcast discourse for insights regarding gender dynamics in the US industrial design industry. Feminist critical discourse analysis was applied to episodes from two popular industrial design podcasts in which the podcast hosts, who are industrial designers or design educators, interview professional industrial designers. We found that women designers were given less airtime in the podcasts, mentioned less frequently, and spoken of less positively than men designers. Areas where women industrial designers more commonly work, such as toy design, were devalued, while design consultancies focusing on consumer electronics were highly valued. Skills in design that were more closely linked with manufacturing engineering, such as computer-aided design, were also valued more highly than ‘softer’ design skills like user research. Thus, the podcast discourse contributed to the masculinization of the industrial design profession and the devaluing of women in the field. We conclude that in order to foster a more inclusive culture within the discipline of industrial design, the devaluing of women designers and feminized subdisciplines should be acknowledged and addressed.KEYWORDS: Industrial designgenderpodcastsdiscourse analysiswomenfeminist technology studies AcknowledgementsWe would like to thank Dr. Sharra Vostral for providing feedback on early drafts of the paper, and for her guidance and direction regarding the theoretical framework.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 IDSA HQ, “Toward a Data-Informed Future.”2 Coroflot, “Design Salary Guide.”3 IDSA HQ, “Toward a Data-Informed Future.”4 Ibid.5 Silverstein and Sayre, “The Female Economy.”6 Hewlett, Marshall and Sherbin, “How Diversity Can Drive Innovation.”7 Cook and Kongcharoen, “The Idea Gap in Pink and Black.”8 Herring, “Does Diversity Pay?”9 Temm, “If You Meet the Expectations of Women, You Exceed The Expectations of Men”.10 Ensmenger, “‘Beards, Sandals, and Other Signs of Rugged Individualism.’”11 Canney and Bielefeldt, “Gender Differences in the Social Responsibility Attitudes of Engineering Students and How They Change Over Time”; Faulkner, “`Nuts and Bolts and People’”; Smith and Gayles, “‘Girl Power’: Gendered Academic and Workplace Experiences of College Women in Engineering”; Seron et al., “‘I Am Not a Feminist, But … ’”12 Rhoton, “Distancing as a Gendered Barrier.”13 Ronen, “The Postfeminist Ideology at Work.”14 Lockhart and Miller, “Destined to Design?”; Lockhart, Cathy and Miller, Evonne, “Studying Industrial Design.”15 Reimer, “‘It’s Just a Very Male Industry.’”16 McMahon and Kiernan, “Sisters Are Doing It for Themselves?”17 Yang, “Gender Differences in Industrial Design Students’ Vocation Maturity and Career Choices in Taiwanese Universi","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135064143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-02DOI: 10.1080/19378629.2023.2267405
Kacey Beddoes
{"title":"Discursive Boundary Work around Gender, Inclusion, and Exclusion in Engineering and Industrial Design","authors":"Kacey Beddoes","doi":"10.1080/19378629.2023.2267405","DOIUrl":"https://doi.org/10.1080/19378629.2023.2267405","url":null,"abstract":"","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134971250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/19378629.2023.2225776
Yogita Suresh
The Battle for IITs: a Defense of Meritocracy published in 2023, written by Rajiv Malhotra and Vijaya Viswanathan, is a new contribution to defend the crème de la crème of the Indian Institute(s) of Technology (IIT) with theoretical inconsistencies, unscientific reasoning, and a vicious bending of the reality of social and economic oppression in the Indian landscape. The bookwas launched at the International Book Fair, NewDelhi, andwas published as part of the series Snakes in the Ganga: Breaking India 2.0. The book is a controversial addition to the debate on India’s most prestigious and elite technical institutes: the Indian Institute of Technologies. Bleakly put, the authors accuse social justice missions and anti-caste narratives in the IITs as forces breaking India from its scientific pursuits and diminishing the individual liberty of citizens. The outrageous claims presented in the Battle for IITs appears at a time when 122 students have committed suicide between the period of 2014–2021 in elite engineering campuses.1 Most of these students belong to the marginalized caste groups in the Hindu caste system, of Scheduled Castes (SC), Scheduled Tribes (ST) andOther Backward Communities (OBC). These groups are protected under law and a percentage of seats are reserved for them in public educational institutions. The recent tragic suicide of a Dalit first year Bachelor of Technology (B.Tech) student, Darshan Solanki, at IIT Bombay sparked a nationwide debate on how these institutes have turned murderous in their pursuit to divide and exclude students along gender and caste-lines, serving as a distinct node structuring the globalized neo-liberal economy. The journal Nature recently published data secured through the Right to Information Act, on the composition of students in elite engineering institutes in India.2 The data revealed that ‘Universities in India are failing to meet government quotas for marginalized communities in India’. Further, they noted how figures drop drastically at higher academic levels. Gender disparity has been amajor point of concern when it comes to the IITs. Even after the introduction of the supernumerary quota for women students in the IITs, in the year 2018–2019, the percentage of women has remained at a mere 20% in the IITs.3 Malhotra and Viswanathan also attempt to defend the gender disparity in the IITs. They argue
由拉吉夫·马尔霍特拉(Rajiv Malhotra)和维贾雅·维斯瓦纳坦(Vijaya Viswanathan)撰写的《为印度理工学院(IIT)的罪行辩护:为精英统治辩护》(Battle for IITs: a Defense of Meritocracy)于2023年出版，是一项新的贡献，以理论不一致、不科学的推理以及对印度景观中社会和经济压迫现实的恶性扭曲来捍卫印度理工学院(IIT)的罪行。这本书是在新德里国际书展上发布的，并作为“恒河之蛇:打破印度2.0”系列的一部分出版。这本书是对印度最负盛名的精英技术学院——印度理工学院(Indian Institute of Technologies)——的辩论的一个有争议的补充。坦率地说，作者指责印度理工学院的社会正义使命和反种姓叙事是破坏印度科学追求和削弱公民个人自由的力量。在印度理工学院之战中提出的令人愤慨的说法出现在2014年至2021年期间，精英工程学院有122名学生自杀这些学生中的大多数属于印度教种姓制度中的边缘种姓群体，即表列种姓(SC)、表列部落(ST)和其他落后社区(OBC)。这些群体受到法律保护，在公立教育机构中为他们保留一定比例的席位。最近印度理工学院孟买分校一名达利特理工学士(B.Tech)学生Darshan Solanki自杀的悲剧引发了一场全国性的辩论，讨论这些学院是如何在追求按性别和种姓划分和排斥学生的过程中变得凶残的，它们是全球化新自由主义经济结构的一个独特节点。《自然》杂志最近公布了通过《信息权法》(Right to Information Act)获得的关于印度精英工程学院学生组成的数据。数据显示，“印度的大学未能满足政府对印度边缘化社区的配额”。此外，他们还注意到，在较高的学术水平上，这一数字急剧下降。在印度理工学院，性别差异一直是人们关注的主要问题。即使在印度理工学院为女学生引入额外配额之后，在2018-2019年，印度理工学院的女性比例仍然只有20%马尔霍特拉和维斯瓦纳坦也试图为印度理工学院的性别差异辩护。他们认为
{"title":"Battles Over Social Justice, Caste, and Neo-Liberalism: A Review of ‘The Battle for IITs: A Defense of Meritocracy’","authors":"Yogita Suresh","doi":"10.1080/19378629.2023.2225776","DOIUrl":"https://doi.org/10.1080/19378629.2023.2225776","url":null,"abstract":"The Battle for IITs: a Defense of Meritocracy published in 2023, written by Rajiv Malhotra and Vijaya Viswanathan, is a new contribution to defend the crème de la crème of the Indian Institute(s) of Technology (IIT) with theoretical inconsistencies, unscientific reasoning, and a vicious bending of the reality of social and economic oppression in the Indian landscape. The bookwas launched at the International Book Fair, NewDelhi, andwas published as part of the series Snakes in the Ganga: Breaking India 2.0. The book is a controversial addition to the debate on India’s most prestigious and elite technical institutes: the Indian Institute of Technologies. Bleakly put, the authors accuse social justice missions and anti-caste narratives in the IITs as forces breaking India from its scientific pursuits and diminishing the individual liberty of citizens. The outrageous claims presented in the Battle for IITs appears at a time when 122 students have committed suicide between the period of 2014–2021 in elite engineering campuses.1 Most of these students belong to the marginalized caste groups in the Hindu caste system, of Scheduled Castes (SC), Scheduled Tribes (ST) andOther Backward Communities (OBC). These groups are protected under law and a percentage of seats are reserved for them in public educational institutions. The recent tragic suicide of a Dalit first year Bachelor of Technology (B.Tech) student, Darshan Solanki, at IIT Bombay sparked a nationwide debate on how these institutes have turned murderous in their pursuit to divide and exclude students along gender and caste-lines, serving as a distinct node structuring the globalized neo-liberal economy. The journal Nature recently published data secured through the Right to Information Act, on the composition of students in elite engineering institutes in India.2 The data revealed that ‘Universities in India are failing to meet government quotas for marginalized communities in India’. Further, they noted how figures drop drastically at higher academic levels. Gender disparity has been amajor point of concern when it comes to the IITs. Even after the introduction of the supernumerary quota for women students in the IITs, in the year 2018–2019, the percentage of women has remained at a mere 20% in the IITs.3 Malhotra and Viswanathan also attempt to defend the gender disparity in the IITs. They argue","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"15 1","pages":"168 - 175"},"PeriodicalIF":1.7,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45687985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/19378629.2023.2224016
Anastasia M. K. Schauer, Hunter Schaufel, Katherine Fu
This article applies a qualitative ethnographic research approach to explore the perceptions of highly-skilled makers of gender and its role in their makerspace. It explores two research topics – common problems impacting makerspaces and the role of gender in makerspaces – and then analyses the results in the context of their impact on women’s sense of self-efficacy. Various factors relating to the overall makerspace culture contribute to women’s lowered sense of self-efficacy. In the makerspace under study in this work, a feminine-stereotyped Craft Area had been integrated among the more ‘traditional’ makerspace equipment, affecting women’s participation in the space. Ergonomic and accessibility problems in the masculine-stereotyped areas of the makerspace were more likely to negatively impact women’s use of the space. We discuss potential solutions to common problems in the makerspace and share recommendations to create a more universally accessible makerspace and impart the benefits of experiential learning more equitably.
{"title":"The Makeup of a Makerspace: The Impact of Stereotyping, Self-Efficacy, and Physical Design on Women’s Interactions with an Academic Makerspace","authors":"Anastasia M. K. Schauer, Hunter Schaufel, Katherine Fu","doi":"10.1080/19378629.2023.2224016","DOIUrl":"https://doi.org/10.1080/19378629.2023.2224016","url":null,"abstract":"This article applies a qualitative ethnographic research approach to explore the perceptions of highly-skilled makers of gender and its role in their makerspace. It explores two research topics – common problems impacting makerspaces and the role of gender in makerspaces – and then analyses the results in the context of their impact on women’s sense of self-efficacy. Various factors relating to the overall makerspace culture contribute to women’s lowered sense of self-efficacy. In the makerspace under study in this work, a feminine-stereotyped Craft Area had been integrated among the more ‘traditional’ makerspace equipment, affecting women’s participation in the space. Ergonomic and accessibility problems in the masculine-stereotyped areas of the makerspace were more likely to negatively impact women’s use of the space. We discuss potential solutions to common problems in the makerspace and share recommendations to create a more universally accessible makerspace and impart the benefits of experiential learning more equitably.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"70 1","pages":"122 - 143"},"PeriodicalIF":1.7,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59984210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/19378629.2023.2243608
A. Y. Patrick, M. Wisnioski, L. Mcnair, D. Ozkan, David P. Reeping, Thomas L. Martin, Luke F. Lester, S. Dunning, Ben Knapp, Liesl Baum Walker, Chelsea E. Haines
How do STS scholars and engineering educators work together over an extended period to make change? In 2015, the National Science Foundation created the Revolutionizing Engineering Departments (RED) initiative to address persistent challenges in engineering education. A distinguishing feature of RED was its focus on culture change via interdisciplinary teams that brought social scientists and engineering education researchers into long-term departmental planning. We analyze how this national imperative translated into local practice. Focusing on the groundwork of critical participation over a six-year period, we reconstruct our visible and invisible negotiations as we worked to enact culture change. We do so to analyze the often unexamined mental, social, cultural, and political labor of critical participation that make interdisciplinary culture change possible. Attention to this groundwork brings out essential differences between the revolutionary framing of interventions like RED and the evolutionary practices of achieving them over the long haul.
{"title":"In it for the Long Haul: The Groundwork of Interdisciplinary Culture Change in Engineering Education Reform","authors":"A. Y. Patrick, M. Wisnioski, L. Mcnair, D. Ozkan, David P. Reeping, Thomas L. Martin, Luke F. Lester, S. Dunning, Ben Knapp, Liesl Baum Walker, Chelsea E. Haines","doi":"10.1080/19378629.2023.2243608","DOIUrl":"https://doi.org/10.1080/19378629.2023.2243608","url":null,"abstract":"How do STS scholars and engineering educators work together over an extended period to make change? In 2015, the National Science Foundation created the Revolutionizing Engineering Departments (RED) initiative to address persistent challenges in engineering education. A distinguishing feature of RED was its focus on culture change via interdisciplinary teams that brought social scientists and engineering education researchers into long-term departmental planning. We analyze how this national imperative translated into local practice. Focusing on the groundwork of critical participation over a six-year period, we reconstruct our visible and invisible negotiations as we worked to enact culture change. We do so to analyze the often unexamined mental, social, cultural, and political labor of critical participation that make interdisciplinary culture change possible. Attention to this groundwork brings out essential differences between the revolutionary framing of interventions like RED and the evolutionary practices of achieving them over the long haul.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"15 1","pages":"144 - 167"},"PeriodicalIF":1.7,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48660446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/19378629.2023.2243774
Jessica M. Smith
One of the things I appreciate about the engineering studies community is that we are welcoming of new scholars, both those who are early in their career and those who are turning to engineering studies after having developed their career in other academic spaces. Our reviewers are generous with their time and attention to manuscripts, and our conferences, workshops and other meet-ups are always lively. If you have not yet connected with our International Network for Engineering Studies to keep in touch, please do so by visiting https://www.inesweb.org/. Sometimes the most challenging barriers to participation in new intellectual networks are the unspoken rules about how we write. In an effort to demystify our editorial review process, I will share a few of the common patterns that I am noticing so that potential authors can write with them in mind.
{"title":"Language Matters: Writing for <i>Engineering Studies</i>","authors":"Jessica M. Smith","doi":"10.1080/19378629.2023.2243774","DOIUrl":"https://doi.org/10.1080/19378629.2023.2243774","url":null,"abstract":"One of the things I appreciate about the engineering studies community is that we are welcoming of new scholars, both those who are early in their career and those who are turning to engineering studies after having developed their career in other academic spaces. Our reviewers are generous with their time and attention to manuscripts, and our conferences, workshops and other meet-ups are always lively. If you have not yet connected with our International Network for Engineering Studies to keep in touch, please do so by visiting https://www.inesweb.org/. Sometimes the most challenging barriers to participation in new intellectual networks are the unspoken rules about how we write. In an effort to demystify our editorial review process, I will share a few of the common patterns that I am noticing so that potential authors can write with them in mind.","PeriodicalId":49207,"journal":{"name":"Engineering Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136375136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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