"Microaggressions" in engineering education: Climate for Asian, Latina and White women
"Microaggressions" in engineering education: Climate for Asian, Latina and White women
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工程教育中的“微侵犯”：亚洲、拉丁裔和白人女性的气候
DOI：
10.1109/fie.2011.6142970
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
S. Lord
中科院分区：
文献类型：
--
作者：
M. Camacho;S. Lord
女性如何体验工科本科教育的氛围？这是如何受到种族/民族的影响的？使用焦点小组方法，我们在美国东南部的一家大型公共机构采访了自认为是亚裔、拉丁裔和白人的女性。他们的叙事运用社会科学中的“微攻击性”这一跨学科的理论框架进行分析。微侵略源于经常发生在边缘化群体生活中的微妙和隐蔽的种族主义和性别歧视行为。所有种族的妇女在工程学领域的代表性仍然严重不足，可以被认为是被边缘化的群体。对于有色人种女性来说，“模范少数族裔”或“平权行动婴儿”的刻板印象也覆盖了她们的经历。微侵犯发生在多个层面：在机构层面，在人际层面，以及微妙地嘲笑女性在工程学中的地位的笑话或幽默。在本文中，我们提供了工程专业女性经历中每一种类型的微攻击的例子，以及这些微攻击如何根据种族/民族的不同而得到不同的处理。我们的发现为这些微侵略性如何帮助塑造本科工程教育氛围的学术和社会方面提供了一个微妙的视角。
How do women experience the climate of engineering undergraduate education? How is this shaped by race/ethnicity? Using a focus group methodology, we interviewed women who self-identify as Asian, Latina and White at a large public institution in the southeastern United States. Their narratives are analyzed using the interdisciplinary theoretical framework of “microaggressions” from the social sciences. Microaggressions arise from subtle and covert racist and sexist acts which occur frequently in the lives of marginalized groups. Women of all races, who remain severely underrepresented in engineering, may be considered a marginalized group. For women of color, stereotypes of the “model minority” or “affirmative action baby” also overlay their experiences. Microaggressions occur at multiple levels: at the institutional level, at the interpersonal level, and as jokes or humor that subtly deride women's place in engineering. In this paper, we provide examples of each of these types of microaggressions in the experiences of women majoring in engineering and how these are processed differently depending on race/ethnicity. Our findings provide a nuanced perspective on how these microaggressions help shape the academic and social aspects of the climate of undergraduate engineering education.