356
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Latino/a/x Engineering Undergraduate Students’ Experiences with Racialized Ideologies: The Case of One Hispanic Serving Institution (HSI) and Three Emerging HSIs

ORCID Icon, &

References

  • Anzaldúa, G. (1987). Borderlands: la frontera (Vol. 3). Aunt Lute.
  • Anzaldúa, G. (1990). Making face, making soul: Haciendo Caras. Aunt Lute Books.
  • Anzaldúa, G. (2003). Now let us shift … the path of conocimiento … Inner work, public acts. In In G. Anzaldúa & A. L. Keating (Eds.), This bridge we call home: Radical visions for transformation (pp. 540–578). Routledge.
  • Becerra, D. (2010). Differences in perceptions of barriers to college enrollment and the completion of a degree among latinos in the United States. Journal of Hispanic Higher Education, 9(2), 187–201. https://doi.org/10.1177/1538192709359051
  • Blanton, C. K. (2003). From intellectual deficiency to cultural deficiency: Mexican Americans, testing, and public school policy in the American Southwest, 1920–1940. Pacific Historical Review, 72(1), 39–62. https://doi.org/10.1525/phr.2003.72.1.39
  • Cabrera, N. L. (2019). Critical race theory v. deficit models. Equity & Excellence in Education, 52(1), 47–54. https://doi.org/10.1080/10665684.2019.1630342
  • Camacho, M. M., & Lord, S. M. (2011). Quebrando fronteras: Trends among latino and Latina undergraduate engineers. Journal of Hispanic Higher Education, 10(2), 134–146. https://doi.org/10.1177/1538192711402354
  • Camacho, M. M., & Lord, S. M. (2013). Latinos and the exclusionary space of engineering education. Latino Studies, 11(1), 103–112. https://doi.org/10.1057/lst.2012.57
  • Campaign for College Opportunity. (2018). State of Higher Education for Latinx in California. https://collegecampaign.org/portfolio/state-higher-education-latinx-california/
  • Carter, D. F. (2006). Key issues in the persistence of underrepresented minority students. New Directions for Institutional Research, 2006(130), 33–46. https://doi.org/10.1002/ir.178
  • Cech, E. A. (2013a). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42–72. https://doi.org/10.1177/0162243913504305
  • Cech, E. A. (2013b). The (mis) framing of social justice: Why ideologies of depoliticization and meritocracy hinder engineers’ ability to think about social injustices. In J. Lucena (Ed.), Engineering education for social justice (pp. 67–84). Dordrecht: Springer.
  • Cech, E. A., & Waidzunas, T. J. (2011). Navigating the heteronormativity of engineering: The experiences of lesbian, gay, and bisexual students. Engineering Studies, 3(1), 1–24. https://doi.org/10.1080/19378629.2010.545065
  • Conchas, G. Q., & Acevedo, N. (2020). The Chicana/o/x dream: Hope, resistance and educational success. Harvard Education Press.
  • Delgado Bernal, D. (1998). Using a Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555–581. https://doi.org/10.17763/haer.68.4.5wv1034973g22q48
  • Delgado Bernal, D. (2002). Critical race theory, latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative Inquiry, 8(1), 105–126. https://doi.org/10.1177/107780040200800107
  • Delgado Bernal, D., Burciaga, R., & Carmona, J. F. (2017). Chicana/Latina testimonios as pedagogical, methodological, and activist approaches to social justice. Routledge.
  • Delgado Bernal, D., Burciaga, R., & Flores Carmona, J. (2012). Chicana/Latina testimonios: Mapping the methodological, pedagogical, and political. Equity & Excellence in Education, 45(3), 363–372. https://doi.org/10.1080/10665684.2012.698149
  • Donato, R., & Hanson, J. (2012). Legally white, socially “Mexican”: The politics of de jure and de facto school segregation in the American Southwest. Harvard Educational Review, 82(2), 202–225. https://doi.org/10.17763/haer.82.2.a562315u72355106
  • Espino, M. L., Rodriguez, S. L., & Le, B. D. (2022). A systematic review of literature: Engineering identity and students with financial need in community colleges. Community College Journal of Research and Practice, 46(5), 352–363. https://doi.org/10.1080/10668926.2020.1856218
  • Faulkner, W. (2007). Nuts and bolts and people’ gender-troubled engineering identities. Social Studies of Science, 37(3), 331–356. https://doi.org/10.1177/0306312706072175
  • Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149
  • Foor, C. E., & Walden, S. E. (2009). “Imaginary engineering” or“re-imagined engineering”: Negotiating gendered identities in the borderland of a college of engineering. NWSA Journal, 21(2), 41–64. https://doi.org/10.1353/ff.2009.a316152
  • Foor, C. E., Walden, S. E., & Trytten, D. A. (2007). “I wish that I belonged more in this whole engineering group:” achieving individual diversity. Journal of Engineering Education, 96(2), 103–115. https://doi.org/10.1002/j.2168-9830.2007.tb00921.x
  • Garcia, G., Koren, E. R., & Cuellar, M. G. (2020). Assessing color-neutral racial attitudes of Faculty at Hispanic-Serving Institutions. American Educational Research Association Open, 6(3), 233285842094490–. https://doi.org/10.1177/2332858420944906
  • Godfrey, E., & Parker, L. (2010). Mapping the cultural landscape in engineering education. Journal of Engineering Education, 99(1), 5–22. https://doi.org/10.1002/j.2168-9830.2010.tb01038.x
  • Gonzalez, G. G. (2013). Chicano education in the era of segregation. University of North Texas Press.
  • Kinzie, J., Gonyea, R., Shoup, R., & Kuh, G. D. (2022). Promoting persistence and success of underrepresented students: Lessons for teaching and learning. New Directions for Teaching and Learning, 2022(170), 51–65. https://doi.org/10.1002/tl.20507
  • MacDonald, V.-M. A. (2004). Latino education in the United States : A narrated history from 1513-2000 (1st ed.). Palgrave Macmillan.
  • Martinez, R. A. (2017). Dual language education and the erasure of Chicanx, Latinx, and indigenous Mexican children: A call to re-imagine (and imagine beyond) bilingualism. Texas Education Review, 5(1), 81–92.
  • Mejia, J. A., Revelo, R. A., & Pawley, A. L. (2020). Thinking about racism in engineering education in new ways. IEEE Technology and Society Magazine, 39(4), 18–27. https://doi.org/10.1109/MTS.2020.3031776.
  • Mejia, J. A., Villanueva Alarcón, I., Mejia, J., & Revelo, R. A. (2022). Legitimized tongues: Breaking the traditions of silence in mainstream engineering education and research. Journal of Women and Minorities in Science and Engineering, 28(2), 53–77. https://doi.org/10.1615/JWomenMinorScienEng.2022036603
  • Menchaca, M. (1997). Early racist discourses: Roots of deficit thinking. In R. R. Valencia (Ed.), The evolution of deficit thinking: Educational thought and practice (pp. 13–40). Falmer.
  • Pawley, A. L. (2009). Universalized narratives: Patterns in how faculty members define “engineering”. Journal of Engineering Education, 98(4), 309–319. https://doi.org/10.1002/j.2168-9830.2009.tb01029.x
  • Pawley, A. L. (2012). Engineering faculty drawing the line: A taxonomy of boundary work in academic engineering. Engineering Studies, 4(2), 145–169. https://doi.org/10.1080/19378629.2012.687000
  • Revelo, R. A., & Baber, L. D. (2018). Engineering resistors: Engineering Latina/o students and emerging resistant capital. Journal of Hispanic Higher Education, 17(3), 249–269. https://doi.org/10.1177/1538192717719132
  • Riley, D. (2005). Engineering and social justice. Morgan & Claypool Publishers. https://doi.org/10.2200/S00117ED1V01Y200805ETS007
  • Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647. https://doi.org/10.1017/S0047404517000562
  • Saldaña, J. (2015). The coding manual for qualitative researchers (2nd ed.). SAGE.
  • San Miguel, G. J. (1999). The schooling of Mexicanos in the Southwest 1848-1891. In J. F. Moreno (Ed.), The elusive quest for equality : 150 years of Chicano/Chicana education (pp. 31–45). Harvard Educational Review.
  • San Miguel, G. J. (2022). The status of the historiography of Chicana/o Education in the 21st century. Journal of Latinos and Education, 22(5), 1–14. https://doi.org/10.1080/15348431.2022.2092109
  • San Miguel, G. J., & Valencia, R. (1998). From the treaty of guadalupe Hidalgo to Hopwood: The educational plight and struggle of Mexican Americans in the Southwest. Harvard Educational Review, 68(3), 353–413. https://doi.org/10.17763/haer.68.3.k01tu242340242u1
  • Secules, S., McCall, C., Mejia, J. A., Beebe, C., Masters, A. S., L. Sánchez‐Peña, M., & Svyantek, M. (2021). Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community. Journal of Engineering Education, 110(1), 19–43. https://doi.org/10.1002/jee.20377
  • Solorzano, D. G., & Yosso, T. J. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44.
  • True-Funk, A., Poleacovschi, C., Jones-Johnson, G., Feinstein, S., Smith, K., & Luster-Teasley, S. (2021). Intersectional engineers: Diversity of gender and race microaggressions and their effects in engineering education. Journal of Management in Engineering, 37(3). https://doi.org/10.1061/(ASCE)ME.1943-5479.0000889
  • Valencia, R. R. (1997). Conceptualizing the notion of deficit thinking. The Evolution of Deficit Thinking: Educational Thought and Practice, 19(1), 1–12.
  • Valencia, R. R. (2005). The Mexican American struggle for equal educational opportunity in Mendez v. Westminster: Helping to pave the way for Brown v. Board of Education. Teachers College Record: The Voice of Scholarship in Education, 107(3), 389–423. https://doi.org/10.1111/j.1467-9620.2005.00481.x
  • Valencia, R. R. (2010a). Dismantling contemporary deficit thinking: Educational thought and practice. Routledge.
  • Valencia, R. R. (2010b). The plight of Chicano students: An overview of schooling conditions and outcomes. In R. Valencia (Ed.), Chicano school failure and success: Past, present and future (pp. 3–41). Taylor & Francis Group.
  • Valencia, R. R., & Solórzano, D. G. (Eds.). (1997). Contemporary deficit thinking. Falmer.
  • Valenzuela, A. (2010). Subtractive schooling: US-Mexican youth and the politics of caring. State University of New York Press.