Teaching assistants’ contributions to creating inclusive and equitable learning spaces in engineering Article Swipe
Joelyn de Lima
,
Siara Isaac
,
Helena Kovacs
·
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.1080/03043797.2024.2346332
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.1080/03043797.2024.2346332
Sustainable engineering education requires us to address discrimination and inequity of experience, thereby contributing to a renewal of the engineering profession that reflects a rich diversity of experiences and perspectives. Many students experience discriminatory events in their classrooms, however the presence of teaching assistants in relatively high numbers means that they could provide both proactive support and reactive intervention to support inclusion and combat discrimination. This paper examines teaching assistants’ (TAs) contributions, employing observations from students (3988), student teaching assistants (277) and doctoral teaching assistants (65). We found that (i) students overwhelmingly reported respectful interactions with their TAs, (ii) while both student assistants and doctoral assistants see inclusion as part of their role, student assistants expressed more confidence in their ability to foster inclusion. Our analysis indicates that TAs are a constructive force to build inclusive engineering classrooms, informing our recommendations for improvingcampus culture.
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- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.1080/03043797.2024.2346332
- https://www.tandfonline.com/doi/pdf/10.1080/03043797.2024.2346332?needAccess=true
- OA Status
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- 55
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- OpenAlex ID
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All OpenAlex metadata
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https://doi.org/10.1080/03043797.2024.2346332Digital Object Identifier
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Teaching assistants’ contributions to creating inclusive and equitable learning spaces in engineeringWork title
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articleOpenAlex work type
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enPrimary language
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2024Year of publication
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2024-05-02Full publication date if available
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Joelyn de Lima, Siara Isaac, Helena KovacsList of authors in order
- Landing page
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https://doi.org/10.1080/03043797.2024.2346332Publisher landing page
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https://www.tandfonline.com/doi/pdf/10.1080/03043797.2024.2346332?needAccess=trueDirect link to full text PDF
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YesWhether a free full text is available
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hybridOpen access status per OpenAlex
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https://www.tandfonline.com/doi/pdf/10.1080/03043797.2024.2346332?needAccess=trueDirect OA link when available
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Engineering education, Mathematics education, Teaching method, Pedagogy, Engineering ethics, Engineering, Sociology, Engineering management, PsychologyTop concepts (fields/topics) attached by OpenAlex
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0Total citation count in OpenAlex
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| abstract_inverted_index.(i) | 89 |
| abstract_inverted_index.Our | 124 |
| abstract_inverted_index.TAs | 128 |
| abstract_inverted_index.and | 8, 28, 56, 62, 81, 103 |
| abstract_inverted_index.are | 129 |
| abstract_inverted_index.for | 141 |
| abstract_inverted_index.our | 139 |
| abstract_inverted_index.see | 106 |
| abstract_inverted_index.the | 18, 39 |
| abstract_inverted_index.(ii) | 98 |
| abstract_inverted_index.Many | 30 |
| abstract_inverted_index.TAs, | 97 |
| abstract_inverted_index.This | 65 |
| abstract_inverted_index.both | 53, 100 |
| abstract_inverted_index.from | 74 |
| abstract_inverted_index.high | 46 |
| abstract_inverted_index.more | 116 |
| abstract_inverted_index.part | 109 |
| abstract_inverted_index.rich | 24 |
| abstract_inverted_index.that | 21, 49, 88, 127 |
| abstract_inverted_index.they | 50 |
| abstract_inverted_index.with | 95 |
| abstract_inverted_index.(277) | 80 |
| abstract_inverted_index.(65). | 85 |
| abstract_inverted_index.(TAs) | 70 |
| abstract_inverted_index.build | 134 |
| abstract_inverted_index.could | 51 |
| abstract_inverted_index.force | 132 |
| abstract_inverted_index.found | 87 |
| abstract_inverted_index.means | 48 |
| abstract_inverted_index.paper | 66 |
| abstract_inverted_index.role, | 112 |
| abstract_inverted_index.their | 36, 96, 111, 119 |
| abstract_inverted_index.while | 99 |
| abstract_inverted_index.combat | 63 |
| abstract_inverted_index.events | 34 |
| abstract_inverted_index.foster | 122 |
| abstract_inverted_index.(3988), | 76 |
| abstract_inverted_index.ability | 120 |
| abstract_inverted_index.address | 6 |
| abstract_inverted_index.however | 38 |
| abstract_inverted_index.numbers | 47 |
| abstract_inverted_index.provide | 52 |
| abstract_inverted_index.renewal | 16 |
| abstract_inverted_index.student | 77, 101, 113 |
| abstract_inverted_index.support | 55, 60 |
| abstract_inverted_index.thereby | 12 |
| abstract_inverted_index.analysis | 125 |
| abstract_inverted_index.culture. | 143 |
| abstract_inverted_index.doctoral | 82, 104 |
| abstract_inverted_index.examines | 67 |
| abstract_inverted_index.inequity | 9 |
| abstract_inverted_index.presence | 40 |
| abstract_inverted_index.reactive | 57 |
| abstract_inverted_index.reflects | 22 |
| abstract_inverted_index.reported | 92 |
| abstract_inverted_index.requires | 3 |
| abstract_inverted_index.students | 31, 75, 90 |
| abstract_inverted_index.teaching | 42, 68, 78, 83 |
| abstract_inverted_index.diversity | 25 |
| abstract_inverted_index.education | 2 |
| abstract_inverted_index.employing | 72 |
| abstract_inverted_index.expressed | 115 |
| abstract_inverted_index.inclusion | 61, 107 |
| abstract_inverted_index.inclusive | 135 |
| abstract_inverted_index.indicates | 126 |
| abstract_inverted_index.informing | 138 |
| abstract_inverted_index.proactive | 54 |
| abstract_inverted_index.assistants | 43, 79, 84, 102, 105, 114 |
| abstract_inverted_index.confidence | 117 |
| abstract_inverted_index.experience | 32 |
| abstract_inverted_index.inclusion. | 123 |
| abstract_inverted_index.profession | 20 |
| abstract_inverted_index.relatively | 45 |
| abstract_inverted_index.respectful | 93 |
| abstract_inverted_index.Sustainable | 0 |
| abstract_inverted_index.classrooms, | 37, 137 |
| abstract_inverted_index.engineering | 1, 19, 136 |
| abstract_inverted_index.experience, | 11 |
| abstract_inverted_index.experiences | 27 |
| abstract_inverted_index.constructive | 131 |
| abstract_inverted_index.contributing | 13 |
| abstract_inverted_index.interactions | 94 |
| abstract_inverted_index.intervention | 58 |
| abstract_inverted_index.observations | 73 |
| abstract_inverted_index.assistants’ | 69 |
| abstract_inverted_index.perspectives. | 29 |
| abstract_inverted_index.contributions, | 71 |
| abstract_inverted_index.discrimination | 7 |
| abstract_inverted_index.discriminatory | 33 |
| abstract_inverted_index.overwhelmingly | 91 |
| abstract_inverted_index.discrimination. | 64 |
| abstract_inverted_index.improvingcampus | 142 |
| abstract_inverted_index.recommendations | 140 |
| cited_by_percentile_year | |
| corresponding_author_ids | https://openalex.org/A5016373687 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 3 |
| corresponding_institution_ids | https://openalex.org/I5124864 |
| citation_normalized_percentile.value | 0.08653041 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | False |