"Remember, You Guys Are Engineers": Engineering Identity Construction in Dual Language

• In Event: Emergent Bilinguals' Equitable Participation in Engineering Design Activities in Dual-Language Contexts

Abstract

Latinx, particularly women, are severely underrepresented in engineering. Researchers have shown early experiences to engineering learning activities are crucial (Kang et al. 2019). Our objective in this paper is to show ways young Latinx are positioned by teachers in early engineering learning experiences in ways that promote (or not) engineering identity development. We studied a Texas-Mexico border school with a dual language (DL) program (“Ramos”) which adopted engineering design kits. This paper is based on the study described in the first paper of this proposal.
We frame our study of identity from a sociocultural perspective. Young learners develop identities through engagement in and through engineering practices with the guidance of others. Gee (1996) argued that identity involves a process of becoming a socially recognized type of person based on control of discourse. This dynamic process involves drawing on both home and school discourses, which may entail a tension for minoritized students (Brown, 2004). Identity construction is contextual and negotiated (Calabrese Barton & Tan, 2010). For working-class Latinx students, exposure to engineering-related experiences at home and school is crucial. These include instances in which a teacher positions a student as “smart” or as “good math” (Author, 2020).
Our two-year, ethnographic study at Ramos Elementary with three fourth-grade teachers and 66 students. We draw on classroom interactional data for this paper. We conducted initial and focused coding (Charmaz, 2014) to identify and analyze language and literacy practices. Next, we developed theoretical categories to identify instances in which teachers positioned in relation to engineering discourses.
We found that DL teachers can foment affirmative identities in and around engineering when they are guided by equity principles, to include opportunities to learn engineering using students’ home language, including the vernacular, translanguaging practices and frequent peer interaction. We found that, when equity principles were followed, they coincided with teachers also positioning EBs as engineers, problem-solvers, designers, and team workers. In the full paper we will provide examples such as the following. A teacher framed activities saying: “listen to your group mates and tell them respectfully ‘I think it would be better to try another solution […] You have to learn to solve problems because you’ll be working in teams your whole life.” Teachers also framed classroom activities as follows “I’m the client. I won’t take the measurements for you. You are the engineer”. We will show how students took up the framing to complete designs.
Significance. The findings of this study suggest that equity-minded practices for engineering design in DL are those that 1) add on to EBs existing cultural and linguistic repertoire, 2) provide opportunities to engage in the practices of engineering and 3) position students as competent to build new forms of interacting and being. In light of discourses that may still position working-class and immigrant EBs as deficient, these classroom practices may help address the issue of underrepresentation of Latinx in engineering.

Authors

• Lidia Herrera-Rocha, The University of Texas - El Paso

• Alberto Esquinca, San Diego State University

• Maria Teresa de la Piedra, The University of Texas - El Paso