Uncovering Dimensions of Faculty Learning About Racial Equity in Engineering Classrooms

• In Event: Advancing Innovation and Equity: Faculty Development in AI, STEM, and Multilingual Learning

Abstract

In this proposal, we seek to advance pragmatic knowledge regarding how typical faculty of engineering learn about racial equity related to their pedagogy. While the critical literature positions faculty as an obstacle to inclusive change and faculty development workshops are encouraging without accountability towards inequitable classroom practices, we conducted a collaborative critical ethnography engaging with engineering faculty about racial equity in their classrooms over the course of a semester. We present two contrasting vignettes of faculty learning about racial equity and present an emergent framework to highlight dimensions of their learning, including learning as: (1) participation, (2) changing thoughts and attitudes, (3) changing classroom practice, (4) the capacity to self-initiate change, and (5) honest expressions of racial views including resistance.

Authors

• Stephen D. Secules, University of New Mexico

• Atota B. Halkiyo, Arizona State University

• Nivedita Kumar, Florida International University

• Maimuna Begum Kali, Florida International University