Auto-Ethnographic Reflections: Lessons from Leading a Stem Initiative for Girls in School While We Ourselves Were in School
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.
© 2022, American Society for Engineering Education, Proceedings of ASEE Annual Conference, New Orleans, Louisiana. https://peer.asee.org/39102
Battel, Kayli Heather; Mandala, Kritin; Bhaduri, Sreyoshi; Foster, Natalie Anna; Virguez, Lilianny; Erickson, Lissa; and Pakala, Krishna. (2022). "Auto-Ethnographic Reflections: Lessons from Leading a Stem Initiative for Girls in School While We Ourselves Were in School". 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity), 35595.