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Color-Evasive/Conscious? A Content Analysis of How Engineering Faculty Discuss Race and Racism in a U.S.-Based Equity-Focused STEM Professional Development Program

Education Sciences, ISSN: 2227-7102, Vol: 13, Issue: 3
2023
  • 5
    Citations
  • 0
    Usage
  • 14
    Captures
  • 2
    Mentions
  • 0
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    5
    • Citation Indexes
      5
  • Captures
    14
  • Mentions
    2
    • Blog Mentions
      1
      • 1
    • News Mentions
      1
      • 1

Most Recent Blog

Education Sciences, Vol. 13, Pages 233: Color-Evasive/Conscious? A Content Analysis of How Engineering Faculty Discuss Race and Racism in a U.S.-Based Equity-Focused STEM Professional Development Program

Education Sciences, Vol. 13, Pages 233: Color-Evasive/Conscious? A Content Analysis of How Engineering Faculty Discuss Race and Racism in a U.S.-Based Equity-Focused STEM Professional Development

Most Recent News

Research on Engineering Discussed by Researchers at University of Nevada Las Vegas (Color-Evasive/Conscious? A Content Analysis of How Engineering Faculty Discuss Race and Racism in a U.S.-Based Equity-Focused STEM Professional Development ...)

2023 APR 10 (NewsRx) -- By a News Reporter-Staff News Editor at Engineering Daily News -- Current study results on engineering have been published. According

Article Description

Against a backdrop of calls for increased access and participation in science, technology, engineering and mathematics, Hispanic-Serving Institutions (HSIs) in the United States have emerged as critical access points for Latina/o/x and other Students of Color. Federal grants can become important levers for building institutional capacity for broadening participation in STEM and transforming HSIs toward better serving Students of Color, specifically as it relates to curricula and pedagogy. In this study, we focus on the engineering faculty at an HSI who are participants in a National Science Foundation-funded, equity-focused professional development program. Operationalizing Bonilla-Silva’s color-evasive racial ideology framework, we use content analysis techniques to explore how engineering faculty discuss race and racism as part of the professional development experience. First, we find that engineering faculty largely rely on color-evasive racial frameworks (i.e., abstract liberalism, minimization of racism) when describing their motivations for participating in the program. Moreover, we find that engineering faculty responses depict a range of surprise and familiarity when reflecting on issues of race and racism. Finally, regardless of prior exposure to module concepts, at the end of the program, the majority of action projects reflect a recognition of race and racism as important.

Bibliographic Details

Kristine Jan Cruz Espinoza; Blanca E. Rincón

MDPI AG

Computer Science; Social Sciences; Health Professions; Psychology

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