Beyond Diversity As Usual: Expanding Critical Cultural Approaches to Marginalization in Engineering Education

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dc.contributor.advisorElby, Andrewen_US
dc.contributor.advisorGupta, Ayushen_US
dc.contributor.authorSecules, Stephenen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2017-06-22T06:14:52Z
dc.date.available2017-06-22T06:14:52Z
dc.date.issued2017en_US
dc.description.abstractIn general, what we think of as "diversity work" in undergraduate engineering education focuses in the following ways: more on the overlooked assets of minority groups than on the acts of overlooking, more on the experiences of marginalized groups than on the mechanisms of marginalization by dominant groups, more on supporting and increasing minority student retention than on critiquing and remediating the systems which lead minority students to leave engineering. This dissertation presents a series of arguments which push beyond a status quo understanding of diversity in engineering education. The first approach the dissertation takes up is to problematize educational facts around failure by interrogating their roots in interactions and cultural norms in an engineering classroom. In another argument, the dissertation places the engineering classroom cultural norms of competition, whiteness, and masculinity in a critical historical context of the discipline at large. Finally, I demonstrate how engaging students in a critique of marginalizing educational culture can be an important source of agency. In addition to applying and demonstrating the value of specific novel approaches in engineering education, the dissertation contributes to the research community by discussing the respective affordances between these and other possible scholarly approaches to culture and marginalization in education. I also suggest how a consideration of the taken-for-granted culture of engineering education can be an important tool for instructors seeking to gain insight into persistent educational problems. In addition, this dissertation makes implications for diversity support practice, envisioning new forms of support programming rooted in intersectionality and critical praxis.en_US
dc.identifierhttps://doi.org/10.13016/M22008
dc.identifier.urihttp://hdl.handle.net/1903/19445
dc.language.isoenen_US
dc.subject.pqcontrolledScience educationen_US
dc.subject.pqcontrolledEngineeringen_US
dc.subject.pqcontrolledEducational sociologyen_US
dc.subject.pquncontrolledDiversityen_US
dc.subject.pquncontrolledEducational Cultureen_US
dc.subject.pquncontrolledEngineering Educationen_US
dc.subject.pquncontrolledHistoryen_US
dc.subject.pquncontrolledMarginalizationen_US
dc.subject.pquncontrolledPraxisen_US
dc.titleBeyond Diversity As Usual: Expanding Critical Cultural Approaches to Marginalization in Engineering Educationen_US
dc.typeDissertationen_US

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