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A Critical Examination of ASEE's Diversity Recognition Program to Promote Changed Practices at PostSecondary Institutions
Conference proceeding

A Critical Examination of ASEE's Diversity Recognition Program to Promote Changed Practices at PostSecondary Institutions

Amy Slaton, Kayla R. Maxey, Monica McGill and Jordan Williamson
2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023
25 Jun 2023
DOI: https://doi.org/10.18260/1-2--42380
url
https://doi.org/10.18260/1-2--42380View
Published, Version of Record (VoR) Open

Abstract

In order to inform a potential partnership around the discussion of silenced voices within systemic processes, we examine the ASEE Diversity Recognition Program (ADRP) as a step towards amplifying reflexive and critical activities already occurring within ASEE. In light of recent concern over the ADRP as a means of disrupting minority marginalization in Engineering, we reflect on the origins of the program as well as how to proactively shift the program’s cultural context to one of greater criticality about DEI in Engineering, broadly. To investigate this more deeply, our research questions for this study were: What have other organizations used to “annoint” member organizations that meet specific thresholds within engineering? What have other organizations used to “annoint” member institutions that meet a DEI threshold in particular and how else might institutions signal or confirm reaching that bar? How does the ADRP engage with and/or obscure the deepest currents of inequity operating in engineering education? This investigation is important to understand avenues for promoting DEI within postsecondary engineering institutions of all kinds, to help ensure that these institutions think critically about what their own campus can/should commit to and how their pledges/plans can disrupt stubborn systems of oppression. It further provides a basis for considering when and if it is appropriate for existing entities such as the ASEE to provide stamps of approval for DEI work, while also probing the natural tension between institutions wanting earnestly to earn a “badge of approval” regarding equity and the degree to which transformative practices are actually embraced to alter and reverberate throughout these institutions.

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