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Our work-in-progress research offers a distinctive focus and methodology. We focus is on women who are thriving in undergraduate engineering student project teams. Our methodology adopts a feminist, activist, interpretivist perspective using a multi-case study, critical sampling approach that attends to small numbers in order to learn from small numbers. Our early results suggest that these women are thriving because they experience joy in developing and applying engineering expertise, in knowing what and knowing how in response to real, tangible and challenging problems. They report that the experience is exciting, self-rewarding and self-defining. Such research can potentially change the negative discourse regarding women and engineering education with a discourse that is more welcoming and inclusive.
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Feminist visualisation challenges: Methodological innovation, opportunities, and lessons learned
Abstract In this paper, we detail the process of organising and facilitating a visualisation challenge as part of a larger project centring visual methods. We explore how the visualisation challenge specifically operated to highlight feminist epistemological and methodological principals, and practically, what worked and what didn't. We conclude that visualisation challenges offer exciting potential to jumpstart creative and innovative project development, but if a challenge is to be successful, context matters, and so too do practical and logical considerations. We believe that feminist visualisation challenges offer exciting models to share findings and data, learn from emerging research practices, and build community within and beyond the academy.
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- Award ID(s):
- 1853652
- PAR ID:
- 10549694
- Publisher / Repository:
- Wiley-Blackwell
- Date Published:
- Journal Name:
- Area
- ISSN:
- 0004-0894
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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