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Abstract BackgroundThis paper begins with the premise that ethics and diversity, equity, and inclusion (DEI) overlap in engineering. Yet, the topics of ethics and DEI often inhabit different scholarly spaces in engineering education, thus creating a divide between these topics in engineering education research, teaching, and practice. PurposeWe investigate the research question, “How are ethics and DEI explicitly connected in peer‐reviewed literature in engineering education and closely related fields?” DesignWe used systematic review procedures to synthesize intersections between ethics and DEI in engineering education scholarly literature. We extracted literature from engineering and engineering education databases and used thematic analysis to identify ethics/DEI connections. ResultsWe identified three primary themes (each with three sub‐themes): (1) lenses that serve to connect ethics and DEI (social, justice‐oriented, professional), (2) roots that inform how ethics and DEI connect in engineering (individual demographics, disciplinary cultures, institutional cultures); and (3) engagement strategies for promoting ethics and DEI connections in engineering (affinity toward ethics/DEI content, understanding diverse stakeholders, working in diverse teams). ConclusionsThere is a critical mass of engineering education scholars explicitly exploring connections between ethics and DEI in engineering. Based on this review, potential benefits of integrating ethics and DEI in engineering include cultivating a socially just world and shifting engineering culture to be more inclusive and equitable, thus accounting for the needs and values of students and faculty from diverse backgrounds.
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Beyond the monolith: A systematic review of the literature on Latiné/x/a/o students in engineering using a liberative approach
Abstract BackgroundThis systematic review of the literature on Latiné/x/a/o students in engineering was motivated by the recent increase in interest and thus scholarship about this population and the need for a nuanced understanding of the population's diversity. PurposeThis article's purpose is to provide a basis for critically exploring how heterogeneity within the Latiné/x/a/o engineering student population—and across the spectrum of pre‐college to graduate school—is used in engineering educational scholarship. The following research question is addressed: “How is the diversity within Latiné engineering students exemplified in the engineering education literature?” Scope/MethodThis work was guided by a liberative approach as the driving framework to review and synthesize literature published in peer‐reviewed journal articles from 2005 to 2018 that met the following inclusion criteria: (i) population of interest included Latinés; (ii) focused on engineering or included engineering within the larger STEM; and (iii) studied K–20 education. ResultsSixty‐nine studies were reviewed and synthesized. Key findings include an insufficient focus on Latiné students, an increased use of purposeful and critical theoretical frameworks, and a lack of demographics used to present a nuanced understanding of Latiné students in engineering. ConclusionsWe conclude that contextualized demographics should be included which enable analysis that provides nuanced understandings of Latiné students in engineering. While there is increased interest within engineering education to work with Latiné students, our findings point to the need of ensuring that research is conducted with cultural sensitivity, accuracy, and a nuanced understanding of the lived experiences of Latiné individuals.
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- Award ID(s):
- 2151404
- PAR ID:
- 10524376
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Journal of Engineering Education
- Volume:
- 113
- Issue:
- 3
- ISSN:
- 1069-4730
- Format(s):
- Medium: X Size: p. 717-742
- Size(s):
- p. 717-742
- Sponsoring Org:
- National Science Foundation
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