Looking Through Students’ Eyes to Build Faculty’s Empathic Understanding: The Figured Worlds of the Audio for Inclusion Project Narratives
References
- Amundsen, C., & McAlpine, L. (2011).
New academics as supervisors: A steep learning curve with challenges, tensions and pleasures . In L. McAlpine & C. Amundsen (Eds.), Doctoral Education: Research-Based Strategies for Doctoral Students, Supervisors and Administrators (pp. 37–55). Springer Netherlands. 10.1007/978-94-007-0507-4_3 - Archer, L. (2008). Younger academics’ constructions of ‘authenticity’, ‘success’ and professional identity. Studies in Higher Education, 33(4), 385–403. 10.1080/03075070802211729
- Beddoes, K., & Panther, G. (2018). Gender and teamwork: An analysis of professors’ perspectives and practices. European Journal of Engineering Education, 43(3), 330–343. 10.1080/03043797.2017.1367759
- Benson, W. L., Probst, T. M., Jiang, L., Olson, K. J., & Graso, M. (2020). Insecurity in the Ivory Tower: Direct and indirect effects of pay stagnation and job insecurity on faculty performance. Economic and Industrial Democracy, 41(3), 693–708. 10.1177/0143831X17734297
- Blair, E. E., Miller, R. B., Ong, M., & Zastavker, Y. V. (2017). Undergraduate STEM instructors’ teacher identities and discourses on student gender expression and equity. Journal of Engineering Education, 106(1), 14–43. 10.1002/jee.20157
- Blosser, E. (2020). An examination of Black women’s experiences in undergraduate engineering on a primarily white campus: Considering institutional strategies for change. Journal of Engineering Education, 109(1), 52–71. 10.1002/jee.20304
- Brookfield, S. D. (2017). Becoming a critically reflective teacher. Jossey-Bass.
https://www.wiley.com/en-us/Becoming+a+Critically+Reflective+Teacher%2C+2nd+Edition-p-9781119049708 - Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42–72. 10.1177/0162243913504305
- Chang, A., Torrez, M. A., Ferguson, K. N., & Sagar, A. (2017). Figured worlds and American dreams: An exploration of agency and identity among Latinx undocumented students. The Urban Review, 49(2), 189–216. 10.1007/s11256-017-0397-x
- Coso Strong, A., Faber, C. J., Lee, W. C., Bodnar, C. A., Smith-Orr, C., & McCave, E. (2023). In pursuit of impact: Toward a contextualized theory of professional agency of engineering education scholars. Journal of Engineering Education, 112(1), 195–220. 10.1002/jee.20496
- Cross, K. J., & Cutler, S. (2017). Engineering faculty perceptions of diversity in the classroom. 2017 ASEE Annual Conference & Exposition. 10.18260/1-2-28253
- Cutler, S., & Coso Strong, A. (2023).
The overlooked impact of faculty on engineering education . In A. Johri (Ed.), International Handbook of Engineering Education Research (1st ed., pp. 286–311). Routledge. 10.4324/9781003287483-17 - Danielak, B. A., Gupta, A., & Elby, A. (2014). Marginalized identities of sense-makers: Reframing engineering student retention. Journal of Engineering Education, 103(1), 8–44. 10.1002/jee.20035
- Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2), fe2. 10.1187/cbe.19-01-0021
- Dickerson, D. A., Masta, S., Ohland, M. W., & Pawley, A. L. (2024). Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams. Journal of Engineering Education, 113(3), 603–634. 10.1002/jee.20606
- Foster, C. (2024). Methodological pragmatism in educational research: From qualitative-quantitative to exploratory-confirmatory distinctions. International Journal of Research & Method in Education, 47(1), 4–19. 10.1080/1743727X.2023.2210063
- Francois, C. (2024).
Reading for freedom, reading for love: mining students’ literate thinking in the figured world of Ms. Grant’s classroom . In C. E. Loh (Ed.), The Reading Lives of Teens (pp. 148–166). Routledge. 10.4324/9781032619804 - Gonsalves, A. J., Danielsson, A., & Pettersson, H. (2016). Masculinities and experimental practices in physics: The view from three case studies. Physical Review Physics Education Research, 12(2), 1–15. 10.1103/PhysRevPhysEducRes.12.020120
- Gordon, S., Reid, A., & Petocz, P. (2010). Educators’ conceptions of student diversity in their classes. Studies in Higher Education, 35(8), 961–974. 10.1080/03075070903414305
- Henning, J. A., Ballen, C. J., Molina, S. A., & Cotner, S. (2019). Hidden identities shape student perceptions of active learning environments. Frontiers in Education, 4. 10.3389/feduc.2019.00129
- Hilliger, I., Astudillo, G., & Baier, J. (2023). Lacking time: A case study of student and faculty perceptions of academic workload in the COVID-19 pandemic. Journal of Engineering Education, 112(3), 796–815. 10.1002/jee.20525
- Holland, D. C., & Eisenhart, M. A. (1990). Educated in romance: Women, achievement, and college culture. The University of Chicago Press. 10.7208/chicago/9780226218496.001.0001
- Holland, D. C., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and Agency in Cultural Worlds. Harvard University Press.
https://www.hup.harvard.edu/books/9780674005624 - hooks, bell. (1992). Theory as liberatory practice. Yale Journal of Law and Feminism, 34(1990), 1–12.
https://hdl.handle.net/20.500.13051/7151 - Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers’ conversations. Journal of the Learning Sciences, 16(1), 37–79. 10.1207/s15327809jls1601_3
- Jaber, L. Z., Davidson, S. G., & Metcalf, A. (2024). “I loved seeing how their brains worked!”—Examining the role of epistemic empathy in responsive teaching. Journal of Teacher Education, 75(2), 141–154. 10.1177/00224871231187313
- Kali, M. B., Secules, S., & McCall, C. (2022). Audio dissemination for qualitative and broadening participation research: Lessons learned and future possibilities. 2022 ASEE Annual Conference & Exposition.
https://peer.asee.org/41086 - Kali, M. B., Van Dyke, G., Secules, S., McCall, C. J., Berhane, B. T., Tran, V., & Ceriani, A. D. (2024, June 23). A narrative exploration of two post-traditional students in undergraduate engineering education. 2024 ASEE Annual Conference & Exposition.
https://peer.asee.org/a-narrative-exploration-of-two-post-traditional-students-in-undergraduate-engineering-education - Kellam, N. N., Gerow, K. S., & Walther, J. (2015). Narrative analysis in engineering education research: Exploring ways of constructing narratives to have resonance with the reader and critical research implications. ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE (122nd ASEE Annual Conference and Exposition: Making Value for Society). 10.18260/p.24521
- Levinson, B. A., & Holland, D. C. (1996).
The cultural production of the educated person: An introduction . In B. A. Levinson, D. E. Foley, & D. C. Holland (Eds.), The cultural production of the educated person: Critical ethnographies of schooling and local practice (pp. 1–54). SUNY Press.https://sunypress.edu/Books/T/The-Cultural-Production-of-the-Educated-Person - Lim, J. H., Interiano, C. G., Nowell, C. E., Tkacik, P. T., & Dahlberg, J. L. (2018). Invisible cultural barriers: Contrasting perspectives on student veterans’ transition. Journal of College Student Development, 59(3), 291–308. 10.1353/csd.2018.0028
- Lovett, B. J., & Leja, A. M. (2013). Students’ perceptions of testing accommodations: What we know, what we need to know, and why it matters. Journal of Applied School Psychology, 29(1), 72–89. 10.1080/15377903.2013.751477
- Matters, M., Zoltowski, C., Brightman, A., & Buzzanell, P. (2021). An engineering faculty and an intention to make change for diversity and inclusion: Creating sustainable change efforts. 2021 CoNECD Proceedings,
36067 . 10.18260/1-2--36067 - McCall, C., Secules, S., Van Dyke, G., Kali, M. B., & Tran, V. (2024, June 23). Board 195: Amplifying voices for change: exploring faculty insights on student audio narratives through focus group discussions. 2024 ASEE Annual Conference & Exposition.
https://peer.asee.org/board-195-amplifying-voices-for-change-exploring-faculty-insights-on-student-audio-narratives-through-focus-group-discussions - McCall, C., Shew, A., Simmons, D. R., Paretti, M. C., & McNair, L. D. (2020). Exploring student disability and professional identity: Navigating sociocultural expectations in U.S. undergraduate civil engineering programs. Australasian Journal of Engineering Education, 25(1), 79–89. 10.1080/22054952.2020.1720434
- McCoy, D. L., Winkle-Wagner, R., & Luedke, C. L. (2015). Colorblind mentoring? Exploring white faculty mentoring of students of color. Journal of Diversity in Higher Education, 8(4), 225–242. 10.1037/a0038676
- McLoughlin, L. A. (2005). Spotlighting: Emergent gender bias in undergraduate engineering education. Journal of Engineering Education, 94(4), 373–381. 10.1002/j.2168-9830.2005.tb00865.x
- O’Connor, K., Peck, F. A., Cafarella, J., & McWilliams, J. (2016). Working in the weeds: How do instructors sort engineering students from non-engineering students in a first-year Pre-Calculus course? 2016 ASEE Annual Conference & Exposition.
https://peer.asee.org/27054 - Olson, R. E. (2015). Exploring identity in the ‘figured worlds’ of cancer care-giving and marriage in Australia. Health & Social Care in the Community, 23(2), 171–179. 10.1111/hsc.12132
- Pearson, M. N. (2020). Exploring Potential Relationships of Mindset and Scarcity in the Inequitable Experience and Outcomes of First Generation and Low Income Students in Higher Education [M.S., North Dakota State University].
https://www.proquest.com/docview/2404653037/abstract/40A4199561A2404EPQ/1 - Priestley, M., Broglia, E., Hughes, G., & Spanner, L. (2022). Student perspectives on improving mental health support services at university. Counselling and Psychotherapy Research, 22(1), 197–206. 10.1002/capr.12391
- Rainio, A. P. (2008). Developing the classroom as a “figured world.” Journal of Educational Change, 9(4), 357–364. 10.1007/s10833-008-9083-9
- Romani, L. (2013). Diversity icebreaker for cross-cultural management teaching: Much more than breaking the ice! Academy of Management Learning & Education, 12(3), 534–536. 10.5465/amle.2013.0156
- Sabagh, Z., Hall, N. C., & Saroyan, A. (2018). Antecedents, correlates and consequences of faculty burnout. Educational Research, 60(2), 131–156. 10.1080/00131881.2018.1461573
- Sánchez-Peña, M. L., McAlister, A. M., Ramirez, N. M., & Kamal, S. A. (2025). Elements of engineering culture affecting undergraduate students’ mental health and their help-seeking attitudes. Journal of Engineering Education, 114(3),
e70017 . 10.1002/jee.70017 - Secules, S. (2019). Making the familiar strange: An ethnographic scholarship of integration contextualizing engineering educational culture as masculine and competitive. Engineering Studies, 11(3), 196–216. 10.1080/19378629.2019.1663200
- Secules, S., Gupta, A., Elby, A., & Tanu, E. (2018). Supporting the narrative agency of a marginalized engineering student. Journal of Engineering Education, 107(2), 186–218. 10.1002/jee.20201
- Secules, S., & Kali, M. B. (2022).
Merging faculty development and critical qualitative research to foster equity in STEM classrooms . In S. M. Linder, C. Lee, & K. High (Eds.), Handbook of STEM Faculty Development. Information Age Publishing.https://www.emerald.com/books/edited-volume/19559/chapter-abstract/104478033/Merging-Faculty-Development-and-Critical - Secules, S., & McCall, C. (2019). The known unknowns of diversity & inclusion: Supporting individuals with hidden & transitioning identities. 10.25148/succeed.FIDC008801
- Secules, S., & McCall, C. (2020). Taking A Deeper Look at Diversity Through Inclusion. ASEE Commission on Diversity, Equity, and Inclusion.
https://diversity.asee.org/deicommittee/2020/12/11/taking-a-deeper-look-at-diversity-through-inclusion/ - Secules, S., & McCall, C. (2023). What research can do: Rethinking qualitative research designs to promote change towards equity and inclusion. Studies in Engineering Education, 4(1), 26–45.
https://seejournal.org/articles/10.21061/see.96 - Secules, S., McCall, C., Kali, M. B., & Van Dyke, G. (2023). Board 220: Audio for inclusion: Broadening participation in engineering through audio dissemination of marginalized students’ narratives. 2023 ASEE Annual Conference & Exposition,
42647 . 10.18260/1-2--42647 - Secules, S., & Mejia, J. A. (2021). Contextualizing the past to guide the future: Situating three critical theoretical frameworks for educational culture. Studies in Engineering Education, 1(2), 156–171. 10.21061/see.51
- Secules, S., Sochacka, N. W., Huff, J. L., & Walther, J. (2021). The social construction of professional shame for undergraduate engineering students. Journal of Engineering Education, 110(4), 861–884. 10.1002/jee.20419
- Sommer, C. A., Rush, L. C., & Ingene, D. H. (2011). Food and culture: A pedagogical approach to contextualizing food-based activities in multicultural counseling courses. Counselor Education and Supervision, 50(4), 259–273. 10.1002/j.1556-6978.2011.tb00123.x
- Thiry, H., & Hug, S. (2019). How faculty negotiate “inclusive educational practice” in computer science. SIGCSE 2019- Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 1183–1189. 10.1145/3287324.3287388
- Tonso, K. L. (2006a). Student engineers and engineer identity: Campus engineer identities as figured world. Cultural Studies of Science Education, 1(2), 273–307. 10.1007/s11422-005-9009-2
- Tonso, K. L. (2006b). Teams that work: Campus culture, engineer identity, and social interactions. Journal of Engineering Education, 95(1), 25–37. 10.1002/j.2168-9830.2006.tb00875.x
- Turner, C. S. V., González, J. C., & Wood, J. L. (2008). Faculty of color in academe: What 20 years of literature tells us. Journal of Diversity in Higher Education, 1(3), 139–168. 10.1037/a0012837
- Ukpokodu, O. (2011). Developing teachers’ cultural competence: One teacher educator’s practice of unpacking student culturelessness. Action in Teacher Education, 33(5–6), 432–454. 10.1080/01626620.2011.627033
- Van Dyke, G., McCall, C., Kali, M. B., & Secules, S. (2023, June 25). Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education. 2023 ASEE Annual Conference & Exposition.
https://peer.asee.org/narratives-of-identity-coherence-and-separation-in-the-figured-worlds-of-undergraduate-engineering-education - Walden, S. E., Trytten, D. A., & Shehab, R. L. (2018). Research-based recommendations for creating an inclusive culture for diversity and equity in engineering education. IEEE Global Engineering Education Conference, EDUCON, 2018-April, 1591–1597. 10.1109/EDUCON.2018.8363425
- Xia, Y., Cutler, S., & McCall, C. (2022). Blurred boundaries: What it means to be an early career faculty member during a pandemic. 2022 IEEE Frontiers in Education Conference (FIE), 1–7. 10.1109/FIE56618.2022.9962597
- Yang, J. A., Sherard, M. K., Julien, C., & Borrego, M. (2021). Resistance and community-building in LGBTQ+ engineering students. Journal of Women and Minorities in Science and Engineering, 27(4), 1–33. 10.1615/JWomenMinorScienEng.2021035089
- Zanotti, L. (2020). The inclusive syllabus project. Susan Bulkeley Butler Center for Leadership Excellence and ADVANCE Working Paper Series, 3(2), 115–126.
DOI: https://doi.org/10.21061/see.200 | Journal eISSN: 2690-5450
Language: English
Page range: 61 - 88
Submitted on: Dec 12, 2024
Accepted on: Mar 19, 2026
Published on: Aug 7, 2026
Published by: Virginia Tech Publishing
In partnership with: Paradigm Publishing Services
© 2026 Stephen Secules, Maimuna Begum Kali, Cassandra McCall, Gabriel Van Dyke, Vanessa Tran, published by Virginia Tech Publishing
This work is licensed under the Creative Commons Attribution 4.0 License.