More Like this

1. The Complexity of Nonbinary Gender Inclusion in Engineering Culture

   Haverkamp, A. (June 2018, ASEE annual conference & exposition)

   Gender in engineering is a long-standing source of inquiry, research, outreach, and discussion as inequity in demographics and negative experiences persist in the field. Women consist of just approximately 20% of our engineering undergraduate programs nationally, and roughly 14% of our national professional workforce. Absent from these numbers and research into gender minority experiences are students who lay further on the margins of discussion, awareness, inclusion, and acknowledgement of existence - students who identify as nonbinary or other genders aside from man or woman. This paper presents background literature on gender, gender minority experiences in higher education, nonbinary gender identity, and aims to present points of discussion to facilitate further engagement with a more nuanced understanding of gender in engineering. Gender as a social system is defined by multiplicity and fluidity and does not fit within two unitary and discrete categories. The majority of current gender in engineering scholarship utilizes a conceptualization of gender which does not acknowledge or incorporate more than two gender options, and is rooted in increasingly rejected notions of biological essentialism. Nonbinary and gender nonconforming students, some of which also identify within the transgender population, exist in liminal spaces throughout society and higher education, and continuation of this scholarship tacitly denies their existence by framing gender as intrinsically linked to two biological categories. Engineering professionals, faculty, and students who identify as neither men nor women must be included and our conversation be expanded for academically rigorous investigation into gender dynamics and create inclusive engineering spaces. Conversations around gender neutral bathrooms are just the beginnings of widespread cultural change to support gender expansive engineers. The discipline must re-think our approaches towards gender equity in engineering and the theoretical conceptualization of gender to not only frame its inequity through the sharp underrepresentation of women, but its gender dynamics as experienced by nonbinary and gender nonconforming students. We must continue to make space for marginalized gender identities and gendered experiences. Through reviewing existing literature and integrating my own intimate experiences I seek to discuss preliminary efforts towards nonbinary inclusion in our teaching, professionalization, and language. This paper represents a point of entry for discussing nonbinary inclusion as part of the discipline's continued commitment to cultural change surrounding gender. 

   more » « less
2. The Complexity of Nonbinary Gender Inclusion in Engineering Culture

   Haverkamp, A. (June 2018, ASEE annual conference & exposition)

   Gender in engineering is a long-standing source of inquiry, research, outreach, and discussion as inequity in demographics and negative experiences persist in the field. Women consist of just approximately 20% of our engineering undergraduate programs nationally, and roughly 14% of our national professional workforce. Absent from these numbers and research into gender minority experiences are students who lay further on the margins of discussion, awareness, inclusion, and acknowledgement of existence - students who identify as nonbinary or other genders aside from man or woman. This paper presents background literature on gender, gender minority experiences in higher education, nonbinary gender identity, and aims to present points of discussion to facilitate further engagement with a more nuanced understanding of gender in engineering. Gender as a social system is defined by multiplicity and fluidity and does not fit within two unitary and discrete categories. The majority of current gender in engineering scholarship utilizes a conceptualization of gender which does not acknowledge or incorporate more than two gender options, and is rooted in increasingly rejected notions of biological essentialism. Nonbinary and gender nonconforming students, some of which also identify within the transgender population, exist in liminal spaces throughout society and higher education, and continuation of this scholarship tacitly denies their existence by framing gender as intrinsically linked to two biological categories. Engineering professionals, faculty, and students who identify as neither men nor women must be included and our conversation be expanded for academically rigorous investigation into gender dynamics and create inclusive engineering spaces. Conversations around gender neutral bathrooms are just the beginnings of widespread cultural change to support gender expansive engineers. The discipline must re-think our approaches towards gender equity in engineering and the theoretical conceptualization of gender to not only frame its inequity through the sharp underrepresentation of women, but its gender dynamics as experienced by nonbinary and gender nonconforming students. We must continue to make space for marginalized gender identities and gendered experiences. Through reviewing existing literature and integrating my own intimate experiences I seek to discuss preliminary efforts towards nonbinary inclusion in our teaching, professionalization, and language. This paper represents a point of entry for discussing nonbinary inclusion as part of the discipline's continued commitment to cultural change surrounding gender. 

   more » « less
3. Similarity in transgender and cisgender children’s gender development

   https://doi.org/10.1073/pnas.1909367116  

   Gülgöz, Selin; Glazier, Jessica J.; Enright, Elizabeth A.; Alonso, Daniel J.; Durwood, Lily J.; Fast, Anne A.; Lowe, Riley; Ji, Chonghui; Heer, Jeffrey; Martin, Carol Lynn; et al (November 2019, Proceedings of the National Academy of Sciences)

   Gender is one of the central categories organizing children’s social world. Clear patterns of gender development have been well-documented among cisgender children (i.e., children who identify as a gender that is typically associated with their sex assigned at birth). We present a comprehensive study of gender development (e.g., gender identity and gender expression) in a cohort of 3- to 12-y-old transgender children (n = 317) who, in early childhood, are identifying and living as a gender different from their assigned sex. Four primary findings emerged. First, transgender children strongly identify as members of their current gender group and show gender-typed preferences and behaviors that are strongly associated with their current gender, not the gender typically associated with their sex assigned at birth. Second, transgender children’s gender identity (i.e., the gender they feel they are) and gender-typed preferences generally did not differ from 2 comparison groups: cisgender siblings (n = 189) and cisgender controls (n = 316). Third, transgender and cisgender children’s patterns of gender development showed coherence across measures. Finally, we observed minimal or no differences in gender identity or preferences as a function of how long transgender children had lived as their current gender. Our findings suggest that early sex assignment and parental rearing based on that sex assignment do not always define how a child identifies or expresses gender later. 

   more » « less
4. The Academic and Personal Experiences of Engineering Technology and Welding Technology Students: A Literature Review

   https://doi.org/10.1177/00915521241258460  

   Vempala, Vibhavari; Mondisa, Joi-Lynn (June 2024, Community College Review)

   Objective/Research Question: There is a growing demand for skilled workers in engineering and technology fields. However, the number of engineering technology degrees awarded is much less compared to engineering, and a high percentage of students in engineering technology do not persist beyond the first year. To meet the demands for skilled workers, it is important to understand the experiences of engineering technology students to identify factors that contribute to their matriculation and persistence. The purpose of this paper is to summarize the research that exists on the academic and personal experiences of engineering technology and welding technology students. The research questions guiding this study are: (a) what are the academic and personal experiences of engineering technology and welding technology students at 2- and 4-year institutions? and (b) what are students’ experiences with persisting in engineering technology? Methods: Using our research questions and predetermined inclusion criteria, we performed a literature review of relevant articles retrieved from Scopus and ERIC ProQuest databases. Results: We identify three areas of opportunities for future research examination: (a) experiences of students of marginalized populations in engineering technology, (b) how to leverage career and technical education and 2-year engineering technology programs to support matriculation, and (c) ways to address the negative stigma associated with engineering technology programs. Conclusions/Contributions: To meet the demands of the nation’s economy and future workforce, it is important to further examine the experiences of engineering technology students. 

   more » « less
5. Advocating for Transgender Immigrants in Detention Centers: Cisnormativity as a Tool for Racialized Social Control

   https://doi.org/10.1177/00027642221083531  

   Kurdyla, Victoria (May 2022, American Behavioral Scientist)

   Despite public concern over immigration enforcement, little attention has been given to transgender immigrants, who are disproportionately at risk for arrest and deportation. Organizations dedicated to protecting LGBT people’s rights and immigrant rights have been working to address this issue and shape policy decisions to better protect transgender immigrants in detention centers; however, research has not investigated how these organizations frame transgender immigrant detainees and their experience in detention to accomplish their goals. This current study uses a content analysis of public documents spanning 2009–2021 from the American Civil Liberties Union (ACLU) and the Transgender Law Center (TLC) to investigate how two legal advocacy organizations frame the issue of transgender immigrants within detention centers. The ACLU rarely discusses transgender immigrants and thus upholds cisnormativity. When they do discuss transgender immigrants, their transgender identity is referenced as a singular issue in isolation from other facets of their identity. The TLC, on the other hand, frames immigration detention for transgender immigrants as part of a larger web of oppression. Through a comparison of the ACLU and TLC, this study underscores the role of cisnormativity as a tool for racialized social control. Findings highlight the importance of a critical, intersectional approach to immigration advocacy and scholarship that challenges the cisnormative assumptions guiding the current immigration system. Implications for future research and service provision are discussed. 

   more » « less