Equity, Diversity, and Inclusion Strategies in Engineering and Computer Science

This article delves into the issues of equity, diversity, and inclusiveness (EDI) in the engineering disciplines in Canada and Spain and presents the challenges faced by underrepresented individuals and ways to promote an inclusive and diverse environment. Two strategic lines are identified: (a) fac...

Full description

Saved in:
Bibliographic Details
Published in:Education sciences 2024-01, Vol.14 (1), p.110
Main Authors: Amer, Adan, Sidhu, Gaganpreet, Alvarez, Maria Isabel Ramirez, Ramos, Juan Antonio Lopez, Srinivasan, Seshasai
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Language
Barriers
Colleges & universities
Community Relations
Computer science
Computer Science Education
Cultural Differences
diversity
Economic Status
Education, Higher
Engineering education
equity
Ethnicity
Females
Gender
Gender Discrimination
Inclusion
Literature reviews
Males
Minority & ethnic groups
Multiculturalism & pluralism
Opportunities
priority areas
Race
STEM education
strategies
Students
Women Scientists
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article delves into the issues of equity, diversity, and inclusiveness (EDI) in the engineering disciplines in Canada and Spain and presents the challenges faced by underrepresented individuals and ways to promote an inclusive and diverse environment. Two strategic lines are identified: (a) facilitating university education access to underrepresented and minority groups and (b) guiding such students during university training to set them up for successful future careers. Accordingly, this article shows how the strategies mentioned above are implemented in some selected Canadian and Spanish universities, clearly distinguishing the approach taken in the two countries. In Canada, there is a more decentralized approach to addressing EDI issues, wherein the universities devise their agendas independently. In Spain, on the other hand, there is a stronger and more direct involvement of the government to ensure a comprehensive, system-wide approach to tackling EDI issues in academia. This article helps education policymakers to devise and implement pragmatic strategies for achieving EDI and the relevant UN-defined sustainable development goals.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci14010110