Auto-ethnographic Reflections: Lessons from Leading a STEM Initiative for Girls in School WhileWe Ourselves Were in School

Kayli Heather Battel; Kritin Mandala; Sreyoshi Bhaduri; Natalie Anna Foster; Lilianny Virguez; Lissa Erickson; Krishna Pakala

Auto-ethnographic Reflections: Lessons from Leading a STEM Initiative for Girls in School WhileWe Ourselves Were in School

Kayli Heather Battel, Kritin Mandala, Sreyoshi Bhaduri, Natalie Anna Foster, Lilianny Virguez, Lissa Erickson, Krishna Pakala

Mechanical and Biomedical Engineering Department

Research output: Contribution to conference › Paper › peer-review

3 Scopus citations

Abstract

In this paper, we use an auto-ethnographic approach to describe first-hand the reflections and learnings from leading an organization to help school children, especially girls, familiarize themselves with STEM and Cyber Security. The primary authors and ethnographers are founders of STEM initiatives for young learners. The primary author is a recent high school graduate who has taken up an engineering field, and two other contributing authors are high-schoolers currently leading these initiatives. With help from the three engineering educators on our authorship team, we use our individual self-narratives to develop a set of recommendations for other young engineering educators across the globe looking to start their own initiatives.

Original language	English
State	Published - 20 Feb 2022
Event	2022 Collaborative Network for Engineering and Computing Diversity, CoNECD 2022 - New Orleans, United States Duration: 20 Feb 2022 → 23 Feb 2022

Conference

Conference	2022 Collaborative Network for Engineering and Computing Diversity, CoNECD 2022
Country/Territory	United States
City	New Orleans
Period	20/02/22 → 23/02/22

Keywords

allyship
children in STEM
entrepreneurs
primary education

Cite this

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title = "Auto-ethnographic Reflections: Lessons from Leading a STEM Initiative for Girls in School WhileWe Ourselves Were in School",

abstract = "In this paper, we use an auto-ethnographic approach to describe first-hand the reflections and learnings from leading an organization to help school children, especially girls, familiarize themselves with STEM and Cyber Security. The primary authors and ethnographers are founders of STEM initiatives for young learners. The primary author is a recent high school graduate who has taken up an engineering field, and two other contributing authors are high-schoolers currently leading these initiatives. With help from the three engineering educators on our authorship team, we use our individual self-narratives to develop a set of recommendations for other young engineering educators across the globe looking to start their own initiatives.",

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Auto-ethnographic Reflections: Lessons from Leading a STEM Initiative for Girls in School WhileWe Ourselves Were in School. / Battel, Kayli Heather; Mandala, Kritin; Bhaduri, Sreyoshi et al.
2022. Paper presented at 2022 Collaborative Network for Engineering and Computing Diversity, CoNECD 2022, New Orleans, United States.

Research output: Contribution to conference › Paper › peer-review

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AU - Battel, Kayli Heather

AU - Mandala, Kritin

AU - Bhaduri, Sreyoshi

AU - Foster, Natalie Anna

AU - Virguez, Lilianny

AU - Erickson, Lissa

AU - Pakala, Krishna

PY - 2022/2/20

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N2 - In this paper, we use an auto-ethnographic approach to describe first-hand the reflections and learnings from leading an organization to help school children, especially girls, familiarize themselves with STEM and Cyber Security. The primary authors and ethnographers are founders of STEM initiatives for young learners. The primary author is a recent high school graduate who has taken up an engineering field, and two other contributing authors are high-schoolers currently leading these initiatives. With help from the three engineering educators on our authorship team, we use our individual self-narratives to develop a set of recommendations for other young engineering educators across the globe looking to start their own initiatives.

AB - In this paper, we use an auto-ethnographic approach to describe first-hand the reflections and learnings from leading an organization to help school children, especially girls, familiarize themselves with STEM and Cyber Security. The primary authors and ethnographers are founders of STEM initiatives for young learners. The primary author is a recent high school graduate who has taken up an engineering field, and two other contributing authors are high-schoolers currently leading these initiatives. With help from the three engineering educators on our authorship team, we use our individual self-narratives to develop a set of recommendations for other young engineering educators across the globe looking to start their own initiatives.

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KW - children in STEM

KW - entrepreneurs

KW - primary education

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Y2 - 20 February 2022 through 23 February 2022

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Auto-ethnographic Reflections: Lessons from Leading a STEM Initiative for Girls in School WhileWe Ourselves Were in School

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Conference

Keywords

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