Learning from small numbers: Studying ruling relations that gender and race the structure of U.S. engineering education.

Background: Women and men of color and White women participate in American engineering education in lower proportions than they represent in the general U.S. population. Much existing engineering education research uses individual‐level (such as psychological) theories to explain this difference. The study reported here instead takes a structural perspective, asking how social relations are coordinated in engineering education. Purpose: This study explores how the intersection of ruling relations, critical race, and feminist theories can investigate how gender and race are built into engineering education's institutional structure. Design/Method: This study used interviews collected from 17 women and men of color and White women who were engineering undergraduate students at U.S. universities. The interviews were drawn from a project that takes as its premise that learning from such small numbers of students facilitates analyzing data intersectionally. The primary analysis used narrative methods through repeated readings. Results: I offer empirically based illustrations of ruling relations in U.S. universities and schools of engineering that unduly impact minoritized populations. These illustrations include discussions of financial aid knowledge, meeting the needs of transfer and Native students, and how schools crafting "the ideal student" as a young, single White male problematically impact minoritized students. The results illustrate how ruling relations structure engineering education in White‐ and male‐dominated ways. Conclusions: This paper offers questions to help readers consider how ruling relations race and gender their own institutions. In addition, it offers an interpretive, emergent method for interrogating institutional structure and ideas for future work using ruling relations in engineering education research. [ABSTRACT FROM AUTHOR]