Equitable Pre-College Engineering Education: Teaching with Racism in Mind

Autor/in	Holly, James, Jr.
Titel	Equitable Pre-College Engineering Education: Teaching with Racism in Mind
Quelle	In: Journal of Pre-College Engineering Education Research, 11 (2021) 1, S.155-171, Artikel 9 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
Schlagwörter	Engineering Education; Student Characteristics; Teaching Methods; African American Students; African American Teachers; Culturally Relevant Education; Equal Education; Teacher Student Relationship; Family School Relationship; Disproportionate Representation; Elementary Secondary Education; Middle School Students; Critical Theory; Race; Urban Schools; Social Influences; Political Influences; Student Experience + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Kritische Theorie; Rasse; Abstammung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sozialer Einfluss; Political influence; Politischer Einfluss; Studienerfahrung
Abstract	Engineering educators must consider how the cultural backgrounds of students coincide (or diverge) with the epistemological and ontological formation of an engineer. Hence, this work is presented as an exhortation to engineering educators, particularly in a precollege context, to critically evaluate how race-conscious pedagogies can be exerted in this field. In this autoethnographic study, I convey my attempt to teach engineering with explicit consideration of the sociopolitical context of the Black male youth I taught. As a Black male, I have an insider perspective into the realities that must be navigated to succeed in a racialized society, where Black males are a demographic that has been mercilessly underserved and over-criminalized in the educational system. I discovered three themes that describe my approach to actualizing culturally relevant pedagogy in pre-college engineering education, which are (i) exhibiting political clarity in curriculum design and implementation, (ii) using students' lived experiences as authentic contexts for teaching engineering, and (iii) building relationships with students, their families, and community so that we know the students we are teaching. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01