Engineering Ableism: The Exclusion and Devaluation of Engineering Students and Professionals with Physical Disabilities and Chronic and Mental Illness

Autor/in	Cech, Erin A.
Titel	Engineering Ableism: The Exclusion and Devaluation of Engineering Students and Professionals with Physical Disabilities and Chronic and Mental Illness
Quelle	In: Journal of Engineering Education, 112 (2023) 2, S.462-487 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cech, Erin A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20522
Schlagwörter	Engineering Education; College Students; Professional Personnel; Disabilities; Interpersonal Relationship; Classroom Environment; Experience; Work Environment; Control Groups; Physical Disabilities; Chronic Illness; Mental Disorders; Persistence; Social Attitudes; Intention; Academic Persistence; Labor Turnover; Social Bias; Gender Differences; Racial Differences; Ethnicity; Attitudes toward Disabilities; Social Isolation; Group Membership + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Collegestudent; Personalbestand; Handicap; Behinderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Klassenklima; Unterrichtsklima; Erfahrung; Arbeitsmilieu; Physical handicap; Körperbehinderung; Chronic disease; Chronische Krankheit; Mental illness; Geisteskrankheit; Ausdauer; Social attidude; Soziale Einstellung; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Soziale Isolation; Gruppenzugehörigkeit
Abstract	Background: The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing. Purpose/Hypothesis: This paper asks, do engineers with disabilities have more negative interpersonal experiences in engineering classrooms and workplaces than those without disabilities? Utilizing a social relational model of disability, I hypothesize that engineers with physical disabilities and chronic and mental illness are more likely to experience exclusion and professional devaluation than their peers and, partly as a result, have lower persistence intentions. Data/Methods: The paper uses survey data from 1729 students enrolled in eight US engineering programs (American Society for Engineering Education Diversity and Inclusion Survey) and 8321 US-employed engineers (Science, Technology, Engineering, and Math Inclusion Study Survey). Analyses use regression, mediation, and intersectional approaches. Results: Consistent with expectations, engineering students and professionals with disabilities are less likely than their peers to experience "social inclusion" and "professional respect" at school and work. Students with disabilities are more likely to "intend to leave their engineering programs" and professionals with disabilities are more likely to have "thought about leaving their engineering jobs" compared to peers, and their greater risks of encountering interpersonal bias help account for these differences. Analyses also reveal intersectional variation by gender and race/ethnicity. Conclusion: These results suggest that engineering harbors widespread ableism across education and work. The findings demand more scholarly attention to the social, cultural, and physical barriers that block people with disabilities from full and equal participation in engineering. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01