PANEL: Viewing Engineering Education through the Lens of Social Science: A Candid Dialogue on Race and Gender

Against the Grain: Socially Just Social Science from the Standpoint of Roxana Ng (Review Essay)

Studies in Social Justice ◽

10.26522/ssj.v11i1.1329 ◽

2017 ◽

Vol 11 (1) ◽

pp. 136-159

Author(s):

Elaine Coburn

Keyword(s):

Political Economy ◽

Social Science ◽

Social Relations ◽

Review Essay ◽

The Political ◽

Race And Gender ◽

The Everyday ◽

And Gender ◽

Relations Of Power ◽

Varied Work

This contribution seeks to highlight the important scholarship of Roxana Ng, arguably one of Canadian sociology and political economy’s most underappreciated theorists. Like her activism, Ng’s academic work is both wide-ranging yet firmly focused on major, unjust inequalities. Her research particularly concerns the Canadian capitalist political economy but inevitably, given the embeddedness of these social relations within worldwide historical relations, stretches beyond national borders. In particular, Ng sought to unpack the everyday, intertwined – exploitative and unjust – relations of class, race, and gender, and the ways these unjust relations are articulated through migration and citizenship. This contribution situates the reception and uneven uptake of Ng’s varied work before critically analysing her contributions to understanding (1) immigrant women’s labour in Canada, (2) the complex racialized, gendered relations of power in the academy, and (3) the liberatory potential of embodied epistemologies, specifically Qi Gong meditation. In the conclusions, I consider the overall contributions and some contradictions of her work, in moving from the local to the global, and from the personal to the political.

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Institutional Logics and the Limits of Social Science Knowledge

History of Education Quarterly ◽

10.1017/heq.2020.20 ◽

2020 ◽

Vol 60 (2) ◽

pp. 203-213

Author(s):

Jessica Blatt

Keyword(s):

Social Science ◽

Political Science ◽

Institutional Logics ◽

Science History ◽

Social Science Knowledge ◽

Race And Gender ◽

Social Science History ◽

Disciplinary History ◽

History Of ◽

And Gender

As someone whose training is in political science and who writes about the history of my own discipline, I admit to some hesitation in recommending future avenues of research for historians of education. For that reason, the following thoughts are directed toward disciplinary history broadly and social science history specifically. Moreover, the three articles that contributors to this forum were asked to use as inspiration suggest that any future I would recommend has been under way in one form or another for a while. For those reasons, I want to reframe my contribution as a reflection on a particular mode of analysis all three authors employed and how it may be particularly useful for exploring the questions of power, exclusion, and race- and gender-making in the academy that are present in all three articles and that explicitly animate two of them.

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Articulating a Succinct Description: An Applied Method for Catalyzing Cultural Change

Human Organization ◽

10.17730/1938-3525-80.2.128 ◽

2021 ◽

Vol 80 (2) ◽

pp. 128-139

Author(s):

Coleen Carrigan ◽

Noah Krigel ◽

Mira Banerjee Brown ◽

Michelle Bardini

Keyword(s):

Engineering Education ◽

Cultural Change ◽

Engineering Students ◽

Cultural Beliefs ◽

Pedagogical Tools ◽

Race And Gender ◽

Research Findings ◽

Group Members ◽

And Gender

Articulating a Succinct Description uses ethnographic data to create case study interventions facilitated with people who belong to the culture with whom the ethnographer is engaged. We do so in order to disseminate research findings, address problems presented in the case, and collect additional data for further collective analysis. Further, Articulating a Succinct Description is designed as a means of intervention for underrepresented group members to be heard and gain support and promote equity engagement among majority members in efforts to create more inclusive cultures. In this paper, we validate this method using findings from its application with engineering students at a public university. This method allowed us to view engineering culture not as monolithic, but rather as one with multiple sets of cultural beliefs, values, and behaviors. In particular, we noted a behavior among students we’ve called Swing Staters, who expressed meritocratic beliefs, yet, who we argue, may be critical to reducing bias in engineering education. These findings, analyzed along interwoven threads of race and gender, demonstrate the efficacy of the Articulating a Succinct Description method and contribute to efforts in engineering education to advance pedagogical tools to reduce bias and exclusions in these fields.

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Introduction

Invisible Visits ◽

10.1093/oso/9780190840204.003.0001 ◽

2019 ◽

pp. 1-16

Author(s):

Tina K. Sacks

Keyword(s):

Health Outcome ◽

Black Women ◽

Middle Class ◽

Social Science ◽

Gender Discrimination ◽

Social Science Research ◽

Science Research ◽

Race And Gender ◽

Healthcare Settings ◽

And Gender

Invisible Visits tells the story of middle class Black women whose experiences of race and gender discrimination in healthcare settings are all but overlooked in social science research. The book uses interviews and focus groups to analyze how the perception of bias and stereotyping affect healthcare for Black women who are not poor but remain socially and economically vulnerable nonetheless. The introduction argues that these women anticipate being stereotyped and often feel they have to emphasize hard won skills, like their education or careers, to push back against their physician’s biased or discriminatory views. This chapter also presents data on healthcare and health outcome disparities among Black middle class women. In so doing, it lays the groundwork for the remainder of the book.

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Referral Patterns for Youths Identified at Risk for Suicide by Trained Gatekeepers

Crisis ◽

10.1027/0227-5910/a000114 ◽

2012 ◽

Vol 33 (2) ◽

pp. 113-119 ◽

Cited By ~ 10

Author(s):

Michael S. Rodi ◽

Lucas Godoy Garraza ◽

Christine Walrath ◽

Robert L. Stephens ◽

D. Susanne Condron ◽

...

Keyword(s):

Suicide Prevention ◽

Demographic Characteristics ◽

Service Access ◽

Referral Patterns ◽

Race And Gender ◽

Lee Smith ◽

Prevention Behavior ◽

Key Variables ◽

And Gender ◽

To Receive

Background: In order to better understand the posttraining suicide prevention behavior of gatekeeper trainees, the present article examines the referral and service receipt patterns among gatekeeper-identified youths. Methods: Data for this study were drawn from 26 Garrett Lee Smith grantees funded between October 2005 and October 2009 who submitted data about the number, characteristics, and service access of identified youths. Results: The demographic characteristics of identified youths are not related to referral type or receipt. Furthermore, referral setting does not seem to be predictive of the type of referral. Demographic as well as other (nonrisk) characteristics of the youths are not key variables in determining identification or service receipt. Limitations: These data are not necessarily representative of all youths identified by gatekeepers represented in the dataset. The prevalence of risk among all members of the communities from which these data are drawn is unknown. Furthermore, these data likely disproportionately represent gatekeepers associated with systems that effectively track gatekeepers and youths. Conclusions: Gatekeepers appear to be identifying youth across settings, and those youths are being referred for services without regard for race and gender or the settings in which they are identified. Furthermore, youths that may be at highest risk may be more likely to receive those services.

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