Interrogating Equity and Justice in Engineering Education: What 30 Years of Scholarship Reveal? (Work in Progress)

• In Event: Roundtable Session II
  In Roundtable Session: Multiple Cognitive and Affective Components of Literacy Instruction

Abstract

We report preliminary results from a work-in-progress study that interrogates engineering discourses. We use machine learning in combination with critical discourse analysis to trace topical patterns within approximately 8200 engineering education scholarly articles. We bring special attention to engineering design and issues of equity and justice in engineering. In this paper, we share the topic modeling analysis from a sub-corpus that indicates the timid and growing presence of attention to critical issues in engineering education.

Authors

• Gianina Morales, University of Pittsburgh

• Emily Rainey, University of Pittsburgh