This research paper explores intersectional (gender, race/ethnicity) differences in engineering students' access to physical (e.g., computers, books, etc.), social (e.g., prepared teachers), and emotional (e.g., caring peers) resources. The ability for students to access enriching and supportive resources may directly impact their interest and competence in STEM fields, which may, in turn, influence their pursuit of engineering careers. However, it is important to note that these resources are not equitably available to all students; access instead differs across gendered and racialized lines. Further, students at the intersections of racialized and gendered identities are likely to experience both forms of inequitable access separately and interactively, resulting in experiences with multiplicative inequalities. In this paper, we investigated variations in access to specific physical, social, and emotional resources of interest to our broader project using pilot data. To look at differences in resources across intersectional groupings, we used linear regression and observed both estimates and effect sizes. Our findings indicate that there are significant differences in Hispanic and Asian students' access to physical resources needed for study and practical work in comparison to dominant populations. These differences are further encapsulated by gender. Our findings also indicate that the same groups of students may not receive equitable emotional support. Our findings provide a nuanced understanding regarding some of the inequities faced by marginalized and minoritized students in engineering. Our future work further investigates the role of emotional resources in students' lives. Findings from this work and our future work will help researchers and practitioners better understand the issues faced by marginalized populations and provide potential solutions.

This research-to-practice paper describes an ongoing project that 1) seeks to gather validity evidence for a survey of engineering student teaming attitudes and skills and 2) identifies what skills and attitudes engineering students develop over time and to what degree. Teamwork is an essential skill for engineering students. The skill's effectiveness has been studied extensively, but little work has been done that explores the learning of teamwork as a set of malleable skills and attitudes. Our project seeks to develop and test a survey of engineering skills and attitudes to understand how students' teamwork skills develop over time. In our prior work, we conducted an exploratory factor analysis (EFA) of our items using half of our data and identified the existence of 16 factors. This work sought to use the second half of our data to gather confirmatory evidence. Of our 16 initial factors, we found that 15 passed our secondary validity evidence checks. Our findings indicate that we have a strong survey of skills and attitudes that we can use to begin our work of understanding how engineering students' skill and attitude development happens over time. Our future work will engage in this longitudinal effort.

This research full paper investigates women's experiences within the Latin American engineering context using a systematic literature review process. Situated within a broader research project about women's intention of attrition from the engineering workforce in Colombia, this review aimed to contextualize the project within existing scholarship. While research on women's attrition from engineering roles is common in the United States, a similar exploration is lacking in Latin American countries. However, we anticipated the existence of literature detailing women's experiences in engineering workplaces across Latin America, which we sought to compile and analyze to establish background information for the project. Given the limited literature specific to Colombia alone, our focus extended to encompass other Latin American countries sharing cultural similarities. Following the application of exclusion criteria, we reviewed n=12 peer-reviewed papers. This review revealed a scarcity of research on women's experiences in engineering environments in Latin America, focusing on only four countries within the region: Brazil, Chile, Mexico and Colombia. Findings in the literature showed that women encounter barriers to entering the engineering job market, and often experience discrimination, harassment and undervaluation once they are in the field. Particularly concerning is the overt and derogatory nature of discrimination in certain sectors. Despite these challenges, women persevere in their careers, driven by the desire to pave the way for other women and contribute to their countries' advancement. There remains a need to enhance the quality of research studies on women's experiences and representation in the Latin American engineering sector. Conducting more research on gender inequalities in the Latin American engineering workplace is essential to identify strategies for achieving gender parity within the field.

This full research paper investigates how faculty understanding and preparation to discuss diversity, equity, and inclusion in the classroom affects students” understanding of these topics and abilities to create inclusive teaming cultures. Inclusive teaming is an essential part of engineering education and one of the key ABET student outcomes. However, students are rarely given the skills needed to effectively support truly equitable teaming environments. This ethnographic case study uses data from a single-institution with a core mission of diversity, equity, and inclusion embedded in the vision, mission, practices, and pedagogy. Multiple sources of data were collected including observations, interviews, surveys, and artifacts. This study focuses on the faculty$(\mathrm{n}=6)$and student interviews$(\mathrm{n}=12)$conducted in Spring 2019. Together, these multiple streams of data provide key insights into particular faculty attitudes, philosophies, and practices that support students” development of DEI capacity.

Understandings about the sociological concept of “passing,” or how people suppress traditionally oppressed identities to receive benefits traditionally set aside for a dominant group, are somewhat new in engineering education. However, these concepts have value for research in engineering education, such as for understanding more about the causes of engineering's lack of inclusivity. Particularly, there is room to ask: who passes, who do they pass as, why do they pass, and what does that mean for a pursuit of social justice in engineering education? Using Bourdieuean Practice Theory and Intersectionality Theory as guiding frameworks, I describe how my participant, Nando, a member of multiple, traditionally suppressed groups in engineering, found ways to “hide in plain sight” and pass as a dominant member of the upper-class, white spaces he resided throughout his K-16 experience. I show how the ways he passed are encased in meritocratic values such as being intelligent, hard-working, “wealthy,” and obedient. The results also show what he gained by sustaining an authored identity at the periphery of group membership as opposed to being a complete outsider. These results show particular problems in how engineering culture positioned Nando's and made him feel a need to pass. From this problematization, I outline recommendations for future research in engineering education.

In this work in progress research paper, we investigated whether non-cognitive and affective (NCA) factors that predict academic success through GPA may relate to other forms of success such as student retention in engineering programs. Studies show that most students leave engineering within the first two years, making national retention rates in engineering less than 50%. Furthermore, the students who leave engineering are often academically talented, indicating a need to examine other success measures beyond GPA such as non-cognitive and affective (NCA) factors. Using data from a single institution (n = 540), we explore the NCA differences between students who remained in engineering after their first year and those who are no longer enrolled in engineering, or even in college at all. Results show that only one demographic and five NCA measures are statistically significant predictors of continued enrollment. Overall, a better understanding of student success as measured by retention using NCA profiles might assist researchers and practitioners with developing interventions and supportive environments that promote students' academic success and thriving in engineering.

This full research paper focuses on a systematized review of the literature on low-socioeconomic students in engineering. Increasing the diversity of engineering cannot be addressed without acknowledging the necessity for equity across socioeconomic groups. An important step to developing equitable pathways that allow low-socioeconomic students to engage in engineering education is by identifying barriers to participation. Because little is known about the “invisible” population of engineering, a literature review regarding low-socioeconomic students' participation in the larger STEM education context provides an opportunity to begin making the population visible. This work identifies barriers that may make participating in engineering difficult and provides suggestions for researchers and practitioners to work to remove them.

The impact of technology on workforce development and socioeconomic prosperity has made K-12 computing engineering and STEM in general a national educational priority. However, the integration of computing remains obstructed by resources and lack of professional development to support students' learning. Further challenging is students' STEM attitudes and interest do not matriculate with them into higher education. This issue is especially critical for traditionally under represented and underserved populations including females, racial/ethnic minority groups, and students of low-socioeconomic status (SES). To help mitigate challenges, we developed an unplugged (computer-less) computing engineering and robotics lesson composed of two introductory computing concepts, sequencing and decision-making, using a small robot arm and tangible programming blocks. Through students' sequencing of operations, debugging, and executing complex robotic behavior, we seek to determine if students' interest or attitudes change toward engineering. Nine one-hour introductory pilot lessons with 148 students, grades 6-10, at two public middle schools, and one summer camp were conducted. We measured students' engineering interest and attitudes through a 15 question pre- and post-lesson survey and calculated aggregate factor scores for interest and attitudes. We found low-SES students' a priori interests and attitudes tend to be lower and more varied than those of their high-SES peers. These preliminary results suggest that the integration of introductory computing and robotics lessons in low-SES classrooms may help students reach similar levels of engineering interest and attitudes as their high-SES peers.