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Cited by 8Qualitative Research Methods and EthicsEducational Research and MethodsEngineering Education and Pedagogy

When Critical Ethnography Leaves the Field and Enters the Engineering Classroom: A Scoping Review

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Masta, Stephanie, Secules, Stephen·2021·Studies in Engineering Education
DOI 10.21061/see.26
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Abstract

Background: Critical ethnography studies power relationships in research settings through in-depth and sustained involvement in research contexts. It is a newly emerging methodological approach in engineering education and should be further explored and understood.Purpose: The purpose of this article is to present how critical ethnography has been used in research in engineering classrooms and to discuss what methodological insights we can gain from reviewing this research.Scope/Method: The purpose of the scoping review is to map key concepts and types of evidence related to the use of critical ethnography in engineering education research from 2005–2020. We assessed articles on their (1) ethnographic methodological design, (2) topics of empirical study, and (3) critical orientation.Conclusions: We found that authors defined ethnography broadly and that a majority of articles centered on student experience and learning in engineering. We also found that out of 35 articles included in the analysis, one study expressly used critical ethnography and 21 other studies employed some form of critical approach or construct. Our review has implications for researchers to expand the use of critical ethnography to understand complex engineering classroom arrangements and interactions.

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  • Many methodological papers for scoping reviews are published in healthcare focussed journals and associated disciplines.

    “Currently, many methodological papers for scoping reviews are published in healthcare focussed journals and associated disciplines [6, 39–43].”

    From Scoping reviews: reinforcing and advancing the methodology and application (2021) · cites this paper as [40]

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  1. Carspecken, P. (2005). The social relevance of critical ethnography. In F. Bodone (Eds.), Counterpoints: What difference does research make and for whom (pp. 11–28). Peter Lang.
  2. Centre for Reviews and Dissemination (CRD). (2001). Undertaking systematic reviews of research on effectiveness: CRD’s guidance for those carrying out or commissioning reviews, CRD Report 4 (2nd ed.). York: NHS Centre for Reviews and Dissemination, University of York.
  3. (self.__next_s=self.__next_s||[]).push([0,{"children":"window.__ENV__ = {\"RECAPTCHA_SITE_KEY\":\"6LewmWgkAAAAAOrvmLIIYYKKypUn6Yy_6gVykNAb\",\"SERVICE_CODE\":\"vt-j-see\",\"FRONTEND_URL\":\"https://seejournal.org\",\"FRONTEND_DOMAIN\":\"seejournal.org\",\"OJS_API_URL\":\"https://api.account.vt-j-see.ubiquityjournal.website/api/journal/1\"};","id":"public-env"}])This page is for printing. If you wish to read this article, please visit its full version.When Critical Ethnography Leaves the Field and Enters the Engineering Classroom: A Scoping ReviewStephanie MastaStephen SeculesAbstractBackground: Critical ethnography studies power relationships in research settings through in-depth and sustained involvement in research contexts. It is a newly emerging methodological approach in engineering education and should be further explored and understood.Purpose: The purpose of this article is to present how critical ethnography has been used in research in engineering classrooms and to discuss what methodological insights we can gain from reviewing this research.Scope/Method: The purpose of the scoping review is to map key concepts and types of evidence related to the use of critical ethnography in engineering education research from 2005–2020. We assessed articles on their ethnographic methodological design, topics of empirical study, and critical orientation.Conclusions: We found that authors defined ethnography broadly and that a majority of articles centered on student experience and learning in engineering. We also found that out of 35 articles included in the analysis, one study expressly used critical ethnography and 21 other studies employed some form of critical approach or construct. Our review has implications for researchers to expand the use of critical ethnography to understand complex engineering classroom arrangements and interactions.Year: 2021Volume: 2 Issue: 1Page/Article: 35–52DOI: 10.21061/see.26Accepted on Apr 17, 2021Published on May 19, 2021Peer ReviewedCC BY 4.0 · DOI

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Authors
Masta, S., & Secules, S.
Affiliations
  • Purdue University West Lafayette (US)
  • Florida International University (US)
Corresponding author
Secules, Stephen
ORCID
Venue
Studies in Engineering Education
Publisher
Virginia Tech Libraries
Published
2021-05-19
Volume
2
Issue
1
Pages
35
ISSN
2690-5450 (ISSN-L)
DOI
10.21061/see.26
OpenAlex
W3162914059
Cited by
8
References
64
Citations by year
2026: 1 · 2024: 4 · 2023: 2 · 2021: 1
FWCI
2.43
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Studies in Engineering Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Sociology and Political Science › Qualitative Research Methods and Ethics
  • Social Sciences › Education › Educational Research and Methods
  • Physical Sciences › Engineering › Architecture › Engineering Education and Pedagogy
Keywords
critical ethnography, engineering education research, engineering classroom, power relations in research, critical approach, student experience, classroom interaction

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