Disentangling the Intersectional Identities of Disabled Women in Engineering Programs through Narrative Inquiry (WIP)
Author:
Affiliation:
1. Arizona State University
2. Arizona State University, Polytechnic Campus
Publisher
ASEE Conferences
Reference23 articles.
1. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/ 10.1191/1478088706qp063oa
2. Brown, L. (2011). Identity-First Language. Autistic Self Advocacy Network (ASAN). https://autisticadvocacy.org/about-asan/identity-first-language/
3. Bruning, M.J., Bystydzienski, J., & Eisenhart, M. Intersectionality as a Framework for Understanding Diverse Young Women’s Commitment to Engineering. Journal of Women and Minorities in Science and Engineering, 21(1), 1-26.
4. Cech, E.A. (2023). Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness. Journal of Engineering Education, 112, 462-487.
5. Collins, P.H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.
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