TY - JOUR
T1 - Learning from the experiences of Navajo engineers
T2 - Looking toward the development of a culturally responsive engineering curriculum
AU - Jordan, Shawn S.
AU - Foster, Chrissy H.
AU - Anderson, Ieshya K.
AU - Betoney, Courtney A.
AU - Pangan, Tyrine Jamella D.
N1 - Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 1351728. We would like to thank the participants for sharing their stories with us and Dr. Kalvin White and the Office of Diné School Improvement staff in the Navajo Nation, without whom this study would not have been possible. We would also like to thank Dr. Shanna Daly, Dr. Gregory Light, and Dr. Llewellyn Mann for their phenomenographic expertise and support; Dr. Steven Semken for his guidance in the early stages of the study; Dr. Bryan Brayboy, Jacob Moore, and the Phoenix American Indian Science and Engineering Society (AISES) chapter for their help in recruiting participants; and Dr. Julie Martin and Dr. Alice Pawley for acting as critical peers. Finally, we would like to thank Navajo designers euniQue (euniquedesign.com, Instagram @euniqueink, Facebook + Twitter @euniquedesign) and Brian Skeet (bskeetdesign.com, Instagram @brianskeetdesign, Facebook + Twitter @bskeetdesign) for taking the outcome space to another level in the cover artwork.
Publisher Copyright:
© 2019 The Authors. Journal of Engineering Education published by Wiley Periodicals, Inc. on behalf of ASEE.
PY - 2019/7/1
Y1 - 2019/7/1
N2 - Background: Diverse perspectives, including those of Native Americans, are needed to drive innovation in science, technology, engineering, and math (STEM). Tribes such as the Navajo Nation are seeking to strengthen their communities, create economic opportunities, and improve the lives of their peoples by encouraging members of their tribe to become engineers. Research investigating how Navajo engineers experience and understand engineering design and practice in the context of their culture and community can provide insight into how to engage Navajo students in pathways to careers in STEM. Purpose/Hypothesis: The purpose of the study was to identify and investigate the ways in which Navajo engineers experience, understand, and apply engineering design and practice in the context of their culture and community. Design/Method: A phenomenographic approach was used to explore the ways that Navajo engineers experience and understand the phenomena of engineering design and practice in the context of their culture and community. A total of 20 Navajo engineers were interviewed for this study. Results: Four qualitatively distinct lenses on how Navajo engineers experience and understand engineering design and practice embedded in the culture of the Navajo community were identified as (a) Navajo-centered behavior, (b) Navajo-centered purpose, (c) Navajo-centered strategy, and (d) Navajo-centered application. Conclusions: The results of the study provide a deeper understanding of how Navajo engineers experience similarities and differences between Navajo culture and engineering design and practice, and provide a foundation for the development of culturally responsive engineering design curricula for classrooms in the Navajo Nation.
AB - Background: Diverse perspectives, including those of Native Americans, are needed to drive innovation in science, technology, engineering, and math (STEM). Tribes such as the Navajo Nation are seeking to strengthen their communities, create economic opportunities, and improve the lives of their peoples by encouraging members of their tribe to become engineers. Research investigating how Navajo engineers experience and understand engineering design and practice in the context of their culture and community can provide insight into how to engage Navajo students in pathways to careers in STEM. Purpose/Hypothesis: The purpose of the study was to identify and investigate the ways in which Navajo engineers experience, understand, and apply engineering design and practice in the context of their culture and community. Design/Method: A phenomenographic approach was used to explore the ways that Navajo engineers experience and understand the phenomena of engineering design and practice in the context of their culture and community. A total of 20 Navajo engineers were interviewed for this study. Results: Four qualitatively distinct lenses on how Navajo engineers experience and understand engineering design and practice embedded in the culture of the Navajo community were identified as (a) Navajo-centered behavior, (b) Navajo-centered purpose, (c) Navajo-centered strategy, and (d) Navajo-centered application. Conclusions: The results of the study provide a deeper understanding of how Navajo engineers experience similarities and differences between Navajo culture and engineering design and practice, and provide a foundation for the development of culturally responsive engineering design curricula for classrooms in the Navajo Nation.
KW - Native American
KW - culture
KW - design practice
KW - engineering profession
KW - phenomenography
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U2 - 10.1002/jee.20287
DO - 10.1002/jee.20287
M3 - Article
AN - SCOPUS:85071750237
SN - 1069-4730
VL - 108
SP - 355
EP - 376
JO - Journal of Engineering Education
JF - Journal of Engineering Education
IS - 3
ER -