Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research
Background: This autoethnography focuses on the voice of a woman of color in her journey becoming an engineering undergraduate. Purpose: Drawing on critical race theory, this counterstory illustrates structural challenges that some underrepresented students face when they pursue STEM degrees. At the...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
VT Publishing
2020-05-01
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| Series: | Studies in Engineering Education |
| Subjects: | |
| Online Access: | https://www.seejournal.org/articles/1 |
| _version_ | 1811260154499301376 |
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| author | Julie P. Martin Chavone Garza |
| author_facet | Julie P. Martin Chavone Garza |
| author_sort | Julie P. Martin |
| collection | DOAJ |
| description | Background: This autoethnography focuses on the voice of a woman of color in her journey becoming an engineering undergraduate. Purpose: Drawing on critical race theory, this counterstory illustrates structural challenges that some underrepresented students face when they pursue STEM degrees. At the same time, drawing on autoethnography, this article challenges engineering education researchers to reconsider how we engage with participants in our work. Design/Method: This collaboratively written autoethnography demonstrates how qualitative engineering education researchers might deploy relational ethics with marginalized participants. Results: This counterstory challenges the deficit-based theorizing prevalent in engineering education research and practice and, instead, shifts to an asset-based theorizing as well as needed systemic changes. Conclusions: We suggest that by collaborating as coresearchers and coauthors, participants gain the opportunity to reflect on lived experiences in unexpected ways and share power in how their stories are told. We also suggest that researchers using this alternative paradigm will recognize participants as holders and creators of knowledge and acknowledge participants as experts of their own experiences. |
| first_indexed | 2024-04-12T18:43:11Z |
| format | Article |
| id | doaj.art-31c749dbf56d4be299434a7c7213efa4 |
| institution | Directory Open Access Journal |
| issn | 2690-5450 |
| language | English |
| last_indexed | 2024-04-12T18:43:11Z |
| publishDate | 2020-05-01 |
| publisher | VT Publishing |
| record_format | Article |
| series | Studies in Engineering Education |
| spelling | doaj.art-31c749dbf56d4be299434a7c7213efa42022-12-22T03:20:42ZengVT PublishingStudies in Engineering Education2690-54502020-05-011111910.21061/see.11Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education ResearchJulie P. Martin0Chavone Garza1The Ohio State UniversityClemson UniversityBackground: This autoethnography focuses on the voice of a woman of color in her journey becoming an engineering undergraduate. Purpose: Drawing on critical race theory, this counterstory illustrates structural challenges that some underrepresented students face when they pursue STEM degrees. At the same time, drawing on autoethnography, this article challenges engineering education researchers to reconsider how we engage with participants in our work. Design/Method: This collaboratively written autoethnography demonstrates how qualitative engineering education researchers might deploy relational ethics with marginalized participants. Results: This counterstory challenges the deficit-based theorizing prevalent in engineering education research and practice and, instead, shifts to an asset-based theorizing as well as needed systemic changes. Conclusions: We suggest that by collaborating as coresearchers and coauthors, participants gain the opportunity to reflect on lived experiences in unexpected ways and share power in how their stories are told. We also suggest that researchers using this alternative paradigm will recognize participants as holders and creators of knowledge and acknowledge participants as experts of their own experiences.https://www.seejournal.org/articles/1autoethnographycounterstorydeficit theorizingasset-basedwomen of colorcritical race theoryrelational ethicspower |
| spellingShingle | Julie P. Martin Chavone Garza Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research Studies in Engineering Education autoethnography counterstory deficit theorizing asset-based women of color critical race theory relational ethics power |
| title | Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research |
| title_full | Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research |
| title_fullStr | Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research |
| title_full_unstemmed | Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research |
| title_short | Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research |
| title_sort | centering the marginalized student s voice through autoethnography implications for engineering education research |
| topic | autoethnography counterstory deficit theorizing asset-based women of color critical race theory relational ethics power |
| url | https://www.seejournal.org/articles/1 |
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