Madeleine Jennings, of Arizona State University, will be the guest lecturer of the HFES LGBTQ+ Affinity Group on
Monday, September 14th, starting at 7:30 pm eastern time. They will be discussing their "
Review of the State of LGBTQIA+ Student Research in STEM and Engineering Education" presented at the 127th ASEE Annual Conference.
♦♦♦ To join, please email Sylvain Bruni at
sbruni@aptima.com to get the Zoom link (we do not publish it for privacy reasons and to avoid being zoom-bombed!). ♦♦♦
About our speaker: Madeleine Jennings is a doctoral student and graduate research assistant at Arizona State University - Polytechnic Campus, pursuing a PhD in Engineering Education Systems and Design and a MS in Human Systems Engineering. They received a BS in Manufacturing Engineering from Texas State University - San Marcos. Madeleine's research interests include investigating and improving the experiences of invisible identities in engineering, such as LGBTQIA+ engineering and ex-engineering students. They are also interested in examining and critiquing the engineering and engineering education institution to determine how its current structure can serve to marginalize minority communities.
Abstract: The purpose of this critical literature review was to generate awareness of the LGBTQIA+ engineering student experience and research on this community, while also highlighting areas that are lacking or receiving insufficient attention. This work is part of a larger project that aims to review engineering education research with respect to LGBTQIA+ students, higher education faculty and staff, and industry professionals. This literature review was conducted in two phases. First, works from non-engineering disciplines were reviewed to identify popular threads and major areas of research on the LGBTQIA+ student experience. This phase was not an exhaustive review; rather, it was meant to establish specific themes of importance derived from the larger body of literature on the LGBTQIA+ student experience. Second, a literature review identified how engineering-specific research on the LGBTQIA+ student experience aligned with these themes. We identified several themes in the first phase of the literature review: (1) Climate, (2) LGB Monolith, (3) Intersectionality, and (4) Identity Development. Engineering and engineering education literature demonstrated similar themes, although this body of work was unique in the exploration of LGBTQIA+ coping strategies and the use of the technical/social dualism framework. Overall, the engineering education literature on LGBTQIA+ student experiences seemed relatively underdeveloped.
We look forward to seeing you there - please contact us with questions.------------------------------
Sylvain Bruni
Principal Human Systems Engineer
Aptima
Johnson City, TN
6174170359
------------------------------