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Building Inclusion in Engineering Teaming Practices Cover

Building Inclusion in Engineering Teaming Practices

Studies in Engineering Education
Volume 3 (2023): Issue 2
By: ,  ,  ,   and    
Open Access
|May 2023
Figures & tables

Figures & Tables

Table 1

Participant information for team Canis from questionnaires and interviews, including pseudonyms and self-described demographics.

TEAM NAMEPSEUDONYMSELF-DESCRIBED DEMOGRAPHICS
CanisEzekiel

  • - Straight African American and Native American man

  • - From a diverse religious, geographic, social and political background

  • - Had ADHD and test anxiety

  • - Had experiences in K-12 that exposed him to engineering

Stanley

  • - Japanese international student

  • - Man

  • - Attended four years of school in London

  • - Attended an international school (taught in English) in Japan

Peter

  • - Second-generation Chinese American man

  • - Grew up in New York

  • - Lived in South Carolina

  • - Described becoming a minority after moving to South Carolina

Xander

  • - White man

  • - Grew up in the Midwest

  • - Has family on either coast of the United States

  • - Had experiences in K-12 that exposed him to engineering

Table 2

Participant information for team Apis from questionnaires and interviews, including pseudonyms and self-described demographics.

TEAM NAMEPSEUDONYMSELF-DESCRIBED DEMOGRAPHICS
ApisIcarus

  • - White man

  • - From Indiana

  • - Moved around during primary education as a U.S. military family

  • - From a conservative family

  • - Seeks financial security through a college education.

Mari

  • - Half Japanese, half Polish woman

  • - From Illinois

  • - Described family as well-off

  • - Attended STEM-focused high school

Milton

  • * Not interviewed

  • - Chinese international student

  • - Man

Sarah

  • - White woman

  • - Born in New York

  • - Moved to Texas when young

  • - Attended White minority high school

  • - Well traveled

Table 3

Participant information for team Melinae from questionnaires and interviews, including pseudonyms and self-described demographics.

TEAM NAMEPSEUDONYMSELF-DESCRIBED DEMOGRAPHICS
MelinaeAl

  • - Indian immigrant who came to the U.S. when young

  • - Man

  • - From Alabama

  • - From an upper-middle-class family with parents with advanced degrees

  • - Well traveled

  • - Attended boarding school

Barney

  • - International student from India

  • - Man

  • - From a self-described “joint family” [house shared between extended families].

  • - Well traveled

  • - Aspired to own his own automotive business

Stewart

  • - White man

  • - From Massachusetts

  • - Attended all-men’s Catholic high school

  • - Parents had advanced degrees

  • - Had an adopted sister from South Korea

  • - Diverse high school friend group

  • - Never traveled outside the United States

  • - Overweight and bullied at a young age, lost weight by getting into sports (Rugby)

Thomas

  • * Only completed the first interview

  • - White man

  • - From New York

  • - Well-versed in technical work

DOI: https://doi.org/10.21061/see.84 | Journal eISSN: 2690-5450
Journal RSS Feed
Language: English
Page range: 31 - 59
Submitted on: Oct 2, 2021
Accepted on: Apr 18, 2023
Published on: May 17, 2023
Published by: Virginia Tech Publishing
In partnership with: Paradigm Publishing Services
Keywords:
team dynamics,
inclusivity,
first year,
case study

© 2023 Héctor Enrique Rodríguez-Simmonds, Allison Godwin, Tara Langus, Nelson Pearson, Adam Kirn, published by Virginia Tech Publishing
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 3 (2023): Issue 2
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