Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research
Centering the Marginalized Student’s Voice Through Autoethnography: Implications for Engineering Education Research
复制标题
通过自我民族志集中边缘化学生的声音：对工程教育研究的启示
DOI：
10.21061/see.1
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发表时间：
2020
影响因子：
--
通讯作者：
C. Garza
中科院分区：
文献类型：
--
作者：
Julie P. Martin;C. Garza
背景：这本自我民族志集中在一个有色人种的女人在她的旅程成为一个工程本科生的声音。目的：借鉴批判性种族理论，这个反故事说明了一些代表性不足的学生在攻读STEM学位时面临的结构性挑战。与此同时，借鉴自我民族志，本文挑战工程教育研究人员重新考虑我们如何参与我们的工作。设计/方法：这本合作撰写的自我民族志展示了定性工程教育研究人员如何与边缘化的参与者部署关系伦理。结果如下：这种对立的局面挑战了工程教育研究和实践中普遍存在的基于赤字的理论，而是转向基于资产的理论以及所需的系统性变革。结论：我们建议，通过作为共同研究者和共同作者的合作，参与者有机会以意想不到的方式反思生活经历，并分享他们的故事如何被讲述的力量。我们还建议，使用这种替代范式的研究人员将承认参与者作为知识的持有者和创造者，并承认参与者作为自己的经验的专家。
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.
一些评估需求。
影响因子：
5.2
作者：
Mosteller,F
通讯作者：
Mosteller,F