Overview
The growing population of engineering students who identify as Latin* are underrepresented in the field of engineering. Latin* refers to an individual of Latin American origin or descent, without restricting to a specific gender. The asterisk (*) includes related identity terms such as Latina/é/o/u/x.There is, however, a rising need to train U.S. students in engineering skills to meet the demands of our increasingly technological workforce. Structurally excluding Latin* students hinders their economic and educational opportunities in engineering. Latin* Students in Engineering examines the state of Latin* engineering education at present as well as considerations for policy and practice regarding engineering education aimed at enhancing opportunity and better serving Latin* students. The essays in this volume first consider, theoretically and empirically, the experiences of Latin* students in engineering education and then expand beyond the student level to focus on institutional and social structures that challenge Latin* students' success and retention. Finally, it illuminates emergent work and considers future research, policy, and practice.
Full Product Details
Author: Lara Perez-Felkner ,
Sarah L. Rodriguez ,
Ciera Fluker ,
Tonisha B. Lane
Publisher: Rutgers University Press
Imprint: Rutgers University Press
Dimensions:
Width: 15.60cm
, Height: 2.00cm
, Length: 23.50cm
Weight: 0.426kg
ISBN: 9781978838673
ISBN 10: 1978838670
Pages: 302
Publication Date: 12 July 2024
Recommended Age: From 18 to 99 years
Audience:
General/trade
,
College/higher education
,
Professional and scholarly
,
General
,
Tertiary & Higher Education
Format: Paperback
Publisher's Status: Active
Availability: In Print
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Reviews
"""Landmark scholarship about Latinx engineers and engineering education. The editors have assembled an intersectional team of authors who offer a way forward for diversifying engineering and advancing social justice in education."" -- Ebony McGee * Ebony McGee, editor of Diversifying STEM: Multidisciplinary Perspectives on Race and Gender *"
"""The authors whose perspectives comprise this book are a 'who’s who' of Latin* scholars and practitioners in engineering education. The result is complementary variety of topics, methodologies, theoretical frameworks, and perspectives on practice that make this a seminal book."" -- Julie P. Martin * Engineering Education Transformations Institute director at the University of Georgia, Athens, GA * ""Latin* Students in Engineering: An Intentional Focus on a Growing Population is timely in that we need more research on broadening participation of Latin* (Latino/a/x) students in engineering. The editors and chapter authors provide a comprehensive approach to improving the outcomes of Latin* students from understanding their experiences within engineering to how postsecondary institutions can become more inclusive and supportive of this population. Moreover, this edited volume provides a strength-based approach rather than a deficit lens. It is refreshing as strengths-based interventions and strategies signal that Latin* students do not need fixing; rather postsecondary institutions must transform their culture to focus on unlocking and unleashing the potential of Latin* students by using a culturally responsive paradigm."" -- Erik M. Hines * Erik M. Hines, co-editor of Equity-Based Career Development and Postsecondary Transitions: An Americ * ""This book says and does it all! Here, the editors have masterfully compiled higher education’s most advanced insights, theories, and practices that can support Latin* students in engineering and transform the institutions that serve them. From the honest and gripping accounts of discrimination against Latin* students, to the critical analyses that explain how deeply systems and structures of higher education are rooted in oppression, to the inventive strategies that offer us hope for a diverse engineering workforce in the future, readers from all disciplines will be inspired."" -- Kelly Mack * Kelly Mack, vice president for undergraduate STEM education and executive director, Project Kaleidos * ""What a great collection! This book brings together contributions from leading interdisciplinary scholars to challenge our thinking about what we all need to do to support Latin* engineering students. It’s not the students who need to change—it’s the institutions that need to change. This book gives deep insight to the complex, intersectional identities of Latin* engineering students as well as concrete examples of how to put this call into action."" -- Maura Borrego * Maura Borrego, director of the Center for Engineering Education and professor of mechanical engineer * ""Landmark scholarship about Latinx engineers and engineering education. The editors have assembled an intersectional team of authors who offer a way forward for diversifying engineering and advancing social justice in education."" -- Ebony McGee * Ebony McGee, editor of Diversifying STEM: Multidisciplinary Perspectives on Race and Gender *"
"""The authors whose perspectives comprise this book are a 'who’s who' of Latin* scholars and practitioners in engineering education. The result is complementary variety of topics, methodologies, theoretical frameworks, and perspectives on practice that make this a seminal book.""— Julie P. Martin, Engineering Education Transformations Institute director at the University of Georgia, Athens, GA ""Landmark scholarship about Latinx engineers and engineering education. The editors have assembled an intersectional team of authors who offer a way forward for diversifying engineering and advancing social justice in education.""— Ebony McGee, editor of Diversifying STEM: Multidisciplinary Perspectives on Race and Gender ""Latin* Students in Engineering: An Intentional Focus on a Growing Population is timely in that we need more research on broadening participation of Latin* (Latino/a/x) students in engineering. The editors and chapter authors provide a comprehensive approach to improving the outcomes of Latin* students from understanding their experiences within engineering to how postsecondary institutions can become more inclusive and supportive of this population. Moreover, this edited volume provides a strength-based approach rather than a deficit lens. It is refreshing as strengths-based interventions and strategies signal that Latin* students do not need fixing; rather postsecondary institutions must transform their culture to focus on unlocking and unleashing the potential of Latin* students by using a culturally responsive paradigm.""— Erik M. Hines, co-editor of Equity-Based Career Development and Postsecondary Transitions: An American Imperative ""What a great collection! This book brings together contributions from leading interdisciplinary scholars to challenge our thinking about what we all need to do to support Latin* engineering students. It’s not the students who need to change—it’s the institutions that need to change. This book gives deep insight to the complex, intersectional identities of Latin* engineering students as well as concrete examples of how to put this call into action.""— Maura Borrego, director of the Center for Engineering Education and professor of mechanical engineering and STEM ed ""This book says and does it all! Here, the editors have masterfully compiled higher education’s most advanced insights, theories, and practices that can support Latin* students in engineering and transform the institutions that serve them. From the honest and gripping accounts of discrimination against Latin* students, to the critical analyses that explain how deeply systems and structures of higher education are rooted in oppression, to the inventive strategies that offer us hope for a diverse engineering workforce in the future, readers from all disciplines will be inspired.""— Kelly Mack, vice president for undergraduate STEM education and executive director, Project Kaleidoscope, Americ"
Author Information
LARA PEREZ-FELKNER is associate professor of higher education and sociology at Florida State University, Tallahassee. . SARAH L. RODRIGUEZ is associate professor of engineering education at Virginia Polytechnic Institute and State University. CIERA FLUKER is an associate researcher at Florida State University, Tallahassee.
