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首页> 外文期刊>Peace and conflict >'Is Engineering for Me?': Examining Latinas' Narratives of Resilience and Agency to Confront Enduring Struggles and Challenges in Undergraduate Engineering Studies
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'Is Engineering for Me?': Examining Latinas' Narratives of Resilience and Agency to Confront Enduring Struggles and Challenges in Undergraduate Engineering Studies

机译：'是我的工程吗？'：检查拉丁海斯的恢复力和机构的叙事，以应对本科工程研究中的持久斗争和挑战

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In 2016, Latinas earned 13% of the college degrees earned by women; yet, a mere 3% were in science, technology, engineering, and mathematics. Persistence in engineering education has largely been the burden of women rather than the institution itself, and it can be said that the field of engineering is powerful in mediating identity-making via layers of historically rooted privilege, leading to discomfort and disillusionment. This qualitative investigation of Latinas at an institution on the U.S.-Mexico border draws from a larger nationally funded study examining persistence and resilience in engineering education. This article focuses on one of the major themes emerging from the larger study: Latinas in engineering and computer science undergraduate studies have been challenged by the endemic barriers rooted in systemic violence of the male-dominated field of engineering and its historical marginalization of women, especially women of color. Twenty-six undergraduate Latinas were recruited using purposeful sampling, and data relevant to the theme of this investigation were drawn from all of the interviews and collected using in-depth interviews. This study, however, focuses largely on the narratives of 3 participants who provided thick descriptions of their experiences, and the strongest emergent theme was the adversity faced by Latinas, which was manifested in a variety of ways largely due to the historical structure of engineering as rigid and masculine. This posed a contentious climate for many of these Latinas, which this article illuminates to demonstrate the enduring and invisible symbolic violence of Latinas in engineering undergraduate studies.
机译：在2016年，获得了拉丁妇女获得大学本科学历的13％;然而，只有3％的人在科学，技术，工程和数学。持久性工程教育在很大程度上是女性，而不是制度本身的负担，而且可以说是工程领域是介导的身份，使得通过历史植根特权层，导致不适和幻灭强大。在对美国和墨西哥边境的机构拉丁裔的这一定性调查从更大的国家资助的研究，探讨在工程教育的持久性和弹性平局。本文着重从大型研究新兴的主题之一：拉丁裔工程和计算机科学学士学位课程已经通过扎根于工程的男性主导的领域和妇女的历史边缘化的全身性暴力的地方性壁垒的挑战，尤其是色彩的女性。二十六个本科拉丁裔使用目的抽样招募，以及有关本次调查的主题数据是从所有采访的绘制，收集利用进行了深入采访。这项研究，但主要侧重于3个参与者是谁提供了他们的经验厚厚的描述，以及最强的新兴主题是面对拉丁裔的逆境，这主要是由于工程的历史结构，表现在各种方式的叙述刚性和阳刚之气。这就提出一个有争议的气候对于许多拉丁裔，这本文亮起展示工程本科学习拉丁的持久和无形的符号暴力。

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