Dickerson, Darryl

Secules, Stephen D.

English

DigitalCommons@Florida International University

Florida International University FIU Digital Commons School of Universal Computing, Construction, and Engineering Education 3-2019 Exemplifying the Scientific Enterprise through Diversity, Equity, and Inclusion Stephen D. Secules School of Universal Computing, Construction, and Engineering Education, Florida International University, ssecules@fiu.edu Darryl Dickerson Department of Mechanical and Materials Engineering, Florida International University, ddickers@fiu.edu Follow this and additional works at: https://digitalcommons.fiu.edu/succeed Recommended Citation Secules, S. & Dickerson D. (March, 2019). “Exemplifying the Scientific Enterprise through Diversity, Equity, and Inclusion.” Presented at the Carnegie Institution for Science. Pasadena, CA. 10.25148/succeed.FIDC008802 This work is brought to you for free and open access by FIU Digital Commons. It has been accepted for inclusion in School of Universal Computing, Construction, and Engineering Education by an authorized administrator of FIU Digital Commons. For more information, please contact dcc@fiu.edu. Florida International University FIU Digital Commons School of Universal Computing, Construction, and Engineering Education 9-2019 The Known Unknowns of Diversity & Inclusion: Supporting Individuals with Hidden & Transitioning Identities Stephen Secules School of Universal Computing, Construction, and Engineering Education, Florida International University, ssecules@fiu.edu Cassandra McCall Virginia Tech, cgroen@vt.edu Follow this and additional works at: https://digitalcommons.fiu.edu/suceed  Part of the Computer Sciences Commons Recommended Citation Secules, S. & McCall, C. (Sept., 2019). "The Known Unknowns of Diversity & Inclusion: Supporting Individuals with Hidden & Transitioning Identities.” Presented at the Leonhard Center for Enhancement of Engineering Education, Pennsylvania State University. State College, PA. https://digitalcommons.fiu.edu/suceed/2 This work is brought to you for free and open access by FIU Digital Commons. It has been accepted for inclusion in School of Universal Computing, Construction, and Engineering Education by an authorized administrator of FIU Digital Commons. For more information, please contact dcc@fiu.edu. FABRIKAMTHE KNOWN UNKNOWNS OF DIVERSITY & INCLUSIONS u p p o r t i n g  I n d i v i d u a l s  w i t h  H i d d e n  &  T r a n s i t i o n i n g  I d e n t i t i e sS t e p h e n  S e c u l e s  &  C a s s a n d r a  M c C a l lFABRIKAMBEFORE WE BEGIN…The goal of this workshop is to create a safe and open space for people to learn about individuals with hidden and transitioning identities and ways to support them as community members and allies. Please only share information you are comfortable sharing and respectfully engage with and listen to others.2FABRIKAM 3T h e  w a y s  w e  d e f i n e  o u r s e l v e s  a n d  o t h e r s  t h r o u g h  i n t e r a c t i o n s  w i t h  s o c i e t y  a n d  c u l t u r e .MULTIPLE DIMENSIONS OF IDENTITYG E N D E RS E X U A L  O R I E N TAT I O NP R O F E S S I O NS O C I O -E C O N O M I C  S TAT U SIDENTITY IS…R A C EJones, S. R., & McEwen, M. K. (2000). A conceptual model of multiple dimensions of identity. Journal of College Student Development, 41, 405-414.C O R E  S E N S E  O F  S E L FFABRIKAMTHINKING ABOUT IDENTITYA C T I V I T Y  1  ( 5  M I N U T E S )1. What is an identity that you think about every day?2. What is an identity that you rarely think about?3. What’s an identity you think about in some places, but not others?4. What’s an identity that you didn’t think about earlier in life, but do now? 4FABRIKAMIDENTITY TAKES MANY FORMS5V I S I B L E  &  A P P A R E N T  I D E N T I T I E S H I D D E N  &  I N V I S I B L E  I D E N T I T I E SIdentities that cannot be easily observed or experienced by another individual.  These types of identities include:• Non-apparent disabilities• LGBTQ+• First-generation college student status• Socio-economic statusIdentities that can be observed or experienced by another individual. Most common types of visible identities include:• Race• Gender• Apparent physical disabilityDIC TATED BY  SOC IO-C ULTURA L  NORMS & B IA S  Lesbian Gay Bisexual Transgender Queer and others FABRIKAMIDENTITY & PRIVILEGE• When we experience a privileged identity we often don’t have to think as much about it.• Privilege tends to mean that the world treats our identity like “normal”. • Our privilege still shapes our identity strongly in these situations.6White Privilege: You can escape or be excluded from violent stereotypes associated with your race.Ability Privilege: You can go about your day without planning every task, like getting dressed or going to the bathroom.Straight Privilege: You can walk down the street while holding hands with your partner without fear of being assaulted or killed.Male Privilege: Your gender is commonly represented in language through words such as “mankind” and “foreman”.FABRIKAMWHAT ARE THE EXPERIENCES OF LGBTQ STUDENTS?7Source: UGA LGBT Resource CenterLesbian Gay Bisexual Transgender Queer FABRIKAMDIVERSITY OF DISABILITY EXPERIENCEWithout Disabilities81%Learning DisabilitiesADHDPsychiatric DisabilitiesHealth/ChronicMobilityOtherWith Disabilities19%TOP 5 DISABILITIES REPORTED BY UNDERGRADUATE STUDENTSAdapted from: The National Center for College Students with Disabilities. (2019). NCCSD Quick Facts. http://www.nccsdonline.org/uploads/7/6/7/7/7677280/quick_facts.pdf. 8FABRIKAMHOW MANY LGBT  & DISABLED ENGINEERING STUDENTS ARE THERE?WHAT ARE THEIR EXPERIENCES?9• LGBT: Cech, E. A. & Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: the experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(1), 1–24. • Disability: Groen-McCall, C., McNair, L. D., Paretti, M. C., Shew, A., & Simmons, D. R. (2018). Experiencing Disability: A Preliminary Analysis of Professional Identity Development in U.S. Undergraduate Civil Engineering Students. Proceedings of the 2018 Australasian Association for Engineering Education Conference, Hamilton, NZ.USEFUL  REFERENCES FROM EDUCATION RESEARCHERSFABRIKAM 10USEFUL  REFERENCESThe size of the LGBT engineering student population is hard to measure. Students sometimes intentionally or unintentionally “pass” for straight:“Before I was out . . . I happened to laugh in a very gay way and [another student] mocked my laugh in the same kind of gay way that I laughed and then asked me, with obvious hostility, ‘are you gay?’ Other people were around him at the same time. And I said, ‘no,’ I was not gay.” (respondent looks visibly uncomfortable at this point; he grimaced as he said this line, tugged at his shirt, shifted in his seat between ‘no’ and ‘I was not gay.’) “Fortunately, the conversation ended there, but he really hurt me by that. He made me feel unsafe, and denigrated based on my sexuality. I never forgave him for that.” FABRIKAM 11USEFUL  REFERENCESThe size of the engineering student population with disabilit ies is  also hard to measure. Similarly,  students sometimes intentionally or unintentionally “pass” as non-disabled:“[...] it's fine to say, ‘Don't mind my bitchy attitude, I'm running on three hours of sleep.’ Because you can fix that. You can get 10 hours of sleep once you're done with all your stuff, and say, "Okay, now I'm good to go.’ But when you have a disability, you can't just solve [the disability]. And also, I think that engineers, we have this idea, we have this concept of we're solving problems. That's all really, most of what engineers do is we solve problems. And it's like, sometimes I feel like it's a problem that I can't solve, so I just don't talk about it. With my friends, I pretend that it doesn't exist, because it's something that I can't deal with or correct or solve.”This material is based upon work supported by the National Science Foundation under Award No. 1733636. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.FABRIKAM 12USEFUL  REFERENCES“Four other guys and I were playing some sort of computer game, where you have these like macho fighting people with people without their shirts on or something. One was like, ‘Oh, what turns you on, naked men fighting?’ [In] the other remark, the word ‘faggot’ was said . . . kind of an epithet thrown in to punctuate the sentence somehow. . . I think just to prove their masculinity, they made a comment about how ‘faggots do that’ or something. It was very negative, hostile . . . not just an empty, vacuous implication of the word.”WHAT ARE LGBT STUDENTS’ EXPERIENCES?FABRIKAM“[…] this was one of the degrading moments ever in my life as a student. So out of all my teachers, all my teachers in civil engineering have always given me double time, right? But my [reinforced concrete] professor only gives me 30 more minutes extra […] I was like, ‘Most professors just give me double time.’ He's like, ‘Most professors? Give me names of two professors in the civil engineering department that have given you double time.’ And I told him […] He was like, ‘I do not believe [Dr. Smith] has given you double time, because she normally gives 30 more minutes. If I find out that you're lying to me, we're gonna have a big issue.’ I was just like, ‘Okay. I have no reason to lie to you.’ So already from the get go at the beginning of the semester, instead of me feeling like I can come to you and talk to you, you already feel like I'm not trustworthy and that I'm trying to pull a fast one over you.” 13USEFUL  REFERENCESThis material is based upon work supported by the National Science Foundation under Award No. 1733636. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.WHAT ARE DISABLED STUDENTS’ EXPERIENCES?FABRIKAMUNPACKING THE CLIMATE FOR LGBTQ & DISABLED STUDENTS AT PENN STATE14A C T I V I T Y  3Think about a particular student population on campus. How safe or welcoming do you think each of these are for that population:S A F E /W E L C O M I N GU N S A F E /U N W E L C O M I N G§ The College culture§ Your classroom§ Private offices / meeting spaces where you work with students§ The building infrastructure§ Dorm / private areas§ Campus generallyFABRIKAMHOW CAN PENN STATE HELP FACILITATE SUPPORT FOR LGBTQ AND DISABLED STUDENTS?15A C T I V I T Y  3 ( 2 0  M I N U T E S )Classroom EnvironmentWrite down questions on the purple post-it notesWrite down challenges and barriers on the blue post-it notesCurriculum Design Campus Infrastructure Social InteractionsDistance between buildings makes it difficult for students to get to class on time.Not penalizing students for or commenting on their late arrival to class.How do I design activities for a class of 200 students?Write down solutions on the yellow post-it notesFABRIKAMWRAP-UP & TAKE-AWAYS• Continue the conversation about building a more inclusive Penn State.• Move away from imposing meaning and identity onto others and from deficit models of identity• Make space for individuals to identify their identities for themselves• Be aware of the socio-cultural factors that shape students’ experiences, particularly outside of the classroom16FABRIKAMTHANK YOUS T E P H E N  S E C U L E Ss s e c u l e s @ f i u . e d uC A S S A N D R A  M C C A L Lc g r o e n @ v t . e d u

Exemplifying the Scientific Enterprise through Diversity, Equity, and Inclusion

https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1001&context=succeed

Exemplifying the Scientific Enterprise through Diversity, Equity, and Inclusion

Abstract

Similar works

Full text

Available Versions

DigitalCommons@Florida International University