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An evolving network of community participants, researchers, and practitioners. The participants represent each stop in the workforce pathway from education, to employment, to public policy, to labor standards oversight.
Source publication
The Bureau of Labor Statistics (BLS) predicts above-average employment growth for jobs in the construction industry. And despite the majority of entry-level jobs in construction requiring a high school diploma or less, median annual wages in the industry are over 8,000 dollars higher than other industries (Torpey 2018). Despite this growth and rela...
Contexts in source publication
Context 1
... years, the community participants met for a morning of reflection, collaboration, and planning of the next steps. The researchers attended these meetings to build community input and provide feedback on the research. This group is the Santa Clara County Construction Careers Association (S4CA); Montoya (2018) describes this organization and Fig. 2 provides an updated graphical map. The S4CA is predominantly the Santa Clara County Building Trades Council member labor unions, construction businesses that are signatories to labor union agreements, policymakers of public prevailing wage infrastructure, and consumers of a unionized wage workforce on secondary and post-secondary ...
Context 2
... County offices of social justice (Bay Area Reporter 2018). The union training centers are an important college pathway that both develop the next generation of a skilled workforce, as well as the next generation of union leadership; we see an expanded role of the union education system in the oversight of the workforce education pathways-in Fig. 12 a panel of union leaders attend a Workforce VDC event. The authors recommend continued research into the role of a feminist positive pathway in a cultural change towards a greater focus on safety, environment, and ...
Context 3
... you to the doctoral student lecturers in the introduction to workforce virtual design and construction: Cynthia Brosque, Dr. John Basbagill, Alissa Cooperman, Dr. Forest Flager, Dr. Nelly Garcia-Lopez, Hesam Hamledari, Pouya Kalehbasti, Dr. Jung In Kim, Dr. Anthony The teaching cohort is predominantly male; the only woman is the doctoral student lecturing on construction theory. Figure 12: Growing a network of education leaders includes the labor union apprenticeship education system; we have good progress, seven current or recently retired union labor leaders and union apprenticeship educators attended the final presentations (building trades leadership, pipe trades, pipe trades education, ironworkers, carpenters education, and service workers); standing in the back is the president of the Stanford campus higher education workers-the executive director of the higher education workers is giving a keynote opening guest lecture. ...
Context 4
... years, the community participants met for a morning of reflection, collaboration, and planning of the next steps. The researchers attended these meetings to build community input and provide feedback on the research. This group is the Santa Clara County Construction Careers Association (S4CA); Montoya (2018) describes this organization and Fig. 2 provides an updated graphical map. The S4CA is predominantly the Santa Clara County Building Trades Council member labor unions, construction businesses that are signatories to labor union agreements, policymakers of public prevailing wage infrastructure, and consumers of a unionized wage workforce on secondary and post-secondary ...
Context 5
... County offices of social justice (Bay Area Reporter 2018). The union training centers are an important college pathway that both develop the next generation of a skilled workforce, as well as the next generation of union leadership; we see an expanded role of the union education system in the oversight of the workforce education pathways-in Fig. 12 a panel of union leaders attend a Workforce VDC event. The authors recommend continued research into the role of a feminist positive pathway in a cultural change towards a greater focus on safety, environment, and ...
Context 6
... you to the doctoral student lecturers in the introduction to workforce virtual design and construction: Cynthia Brosque, Dr. John Basbagill, Alissa Cooperman, Dr. Forest Flager, Dr. Nelly Garcia-Lopez, Hesam Hamledari, Pouya Kalehbasti, Dr. Jung In Kim, Dr. Anthony The teaching cohort is predominantly male; the only woman is the doctoral student lecturing on construction theory. Figure 12: Growing a network of education leaders includes the labor union apprenticeship education system; we have good progress, seven current or recently retired union labor leaders and union apprenticeship educators attended the final presentations (building trades leadership, pipe trades, pipe trades education, ironworkers, carpenters education, and service workers); standing in the back is the president of the Stanford campus higher education workers-the executive director of the higher education workers is giving a keynote opening guest lecture. ...
Context 7
... years, the community participants met for a morning of reflection, collaboration, and planning of the next steps. The researchers attended these meetings to build community input and provide feedback on the research. This group is the Santa Clara County Construction Careers Association (S4CA); Montoya (2018) describes this organization and Fig. 2 provides an updated graphical map. The S4CA is predominantly the Santa Clara County Building Trades Council member labor unions, construction businesses that are signatories to labor union agreements, policymakers of public prevailing wage infrastructure, and consumers of a unionized wage workforce on secondary and post-secondary ...
Context 8
... County offices of social justice (Bay Area Reporter 2018). The union training centers are an important college pathway that both develop the next generation of a skilled workforce, as well as the next generation of union leadership; we see an expanded role of the union education system in the oversight of the workforce education pathways-in Fig. 12 a panel of union leaders attend a Workforce VDC event. The authors recommend continued research into the role of a feminist positive pathway in a cultural change towards a greater focus on safety, environment, and ...
Context 9
... you to the doctoral student lecturers in the introduction to workforce virtual design and construction: Cynthia Brosque, Dr. John Basbagill, Alissa Cooperman, Dr. Forest Flager, Dr. Nelly Garcia-Lopez, Hesam Hamledari, Pouya Kalehbasti, Dr. Jung In Kim, Dr. Anthony The teaching cohort is predominantly male; the only woman is the doctoral student lecturing on construction theory. Figure 12: Growing a network of education leaders includes the labor union apprenticeship education system; we have good progress, seven current or recently retired union labor leaders and union apprenticeship educators attended the final presentations (building trades leadership, pipe trades, pipe trades education, ironworkers, carpenters education, and service workers); standing in the back is the president of the Stanford campus higher education workers-the executive director of the higher education workers is giving a keynote opening guest lecture. ...
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Citations
... Ethnographic studies conducted at an elite engineering program found that women who were highly competent and exceptionally high performers did not receive recognition as legitimate scientists (Tonso, 1999(Tonso, , 2006. Recognizing gender barriers for young women in STEM pathways clarifies the need to counter the threat of stereotype (Steele & Aronson, 1995) and to combat marginalization, while imparting confidence in women in STEM (Montoya et al., 2020 ...
Background
There has been a dearth of research on intersectional identities in STEM, including the fields of computing and engineering. In computing education research, much work has been done on broadening participation, but there has been little investigation into how the field of computer science (CS) presents opportunities for students with strong intersectional identities. This study explores the strengths and connections among the unique identities and the symbiotic relationships that elementary Latina students hold in CS identity attainment.
Purpose
The aim of this article is to better understand how predominantly low-income, multilingual Latina students experience identity development through the lens of diverse group membership. We examine how young Latinas, through their participation in a yearlong culturally and linguistically responsive CS curriculum, leverage their intersecting identities to rewrite the formula of what a computer scientist is and can be, leaving space to include and invite other strong identities as well.
Research Design
An explanatory sequential mixed-methods design was used that analyzed data from predominantly low-income, multilingual Latinas in upper elementary grades, including pre- and post-CS identity surveys (N = 50) delivered before and after implementation of the curriculum, and eight individual semi-structured student interviews.
Findings
We found that Latina students developed significantly stronger identification with the field of CS from the beginning to the end of the school year with regard to their experiences with CS, perception of themselves as computer scientists, family support for CS and school, and friend support for CS and school. Interviews revealed that perception of their CS ability greatly influenced identification with CS and that girls’ self-perceptions stemmed from their school, cultural, and home learning environments.
Conclusion
Our results highlight the wealth of resources that Latinas bring to the classroom through their home- and community-based assets, which are characterized by intersecting group membership. Students did not report on the intersection between language and CS identity development, which warrants further investigation.
... As the next step, the Situated Action technology solution and edge discretion showed a need for a plan to educate a crew in virtual technology: a Workforce Virtual Design and Construction (W.VDC). I am formalizing this education with building trades' apprenticeship education centers (Montoya et al., 2018;Montoya, Peterson, and Bonilla, 2020;Tarantino et al., 2016). Further, due to technology, the insights into the crew now exceed labor protections afforded the crew; I explore these topics as a misdirection of technology. ...
Picture yourself on the construction site of a large public infrastructure project, like rail or air transport, that is critical to society. Imagine that you are a laborer on a construction crew. You completed a five-year apprenticeship administered by a trade union. You earned certifications, you are confident in your skills. Your primary goal is for everyone to go home uninjured. Given these skills and this goal, how do you explain what activities you completed each day? A plan to direct your activity has been made based on an ideal of the situation, the ideal being a cognitive perception of a perfect representation of the reality of your day. Typically, this plan has been made for you by a construction engineer, but any number of factors could intervene and make it impossible to complete the planned work. In this case, a replan will have to be executed. However, creating a successful replan is not that simple. As Akbas' groundbreaking 2003 planning research discovered, there are severe limitations with replanning due to limitations in feedback communications. Since you and your fellow crew are most aware of the circumstances leading to the replan, for it to be successful you must be the principal replanning actor. Without such crew discretion, the replan ideal cannot fit well to the reality of the worksite, leading to misaligned and potentially unsafe plans. Current Virtual Design and Construction theory does not indicate when and how a crew should become the principal replanning actor. This is the problem this thesis addresses through formalization of a theory that explains the problem. Through two years of ethnographic action-research I observed that communication often relies on a shared understanding. This shared understanding allows for abbreviated communication based on references to the identifying features of an activity. If that shared understanding breaks down communication fails. Language by itself can fail to effectively communicate, leading to unsafe conditions for workers. That is why working through the shared understanding of reality and ideal is so important. In current construction replanning theory (Virtual Design and Construction), correcting for a communication breakdown should be easy, yet some situations lead to breakdowns that cannot be resolved easily, which I call unmitigable breakdowns. A substantial body of philosophical theory—American Pragmatism—summarized by Bernstein (2010) addresses communication breakdown, which I follow as the underpinning philosophy of this research. The source of breakdown of shared understanding could originate with the replan or with the reality of the worksite. Current virtual design and construction theory fails to explain the reasons for and frequency of communication breakdown and potential for its recovery. Applying current replanning concepts preclude the crew from overcoming unmitigable breakdowns and from taking responsibility for replanning and using their discretion to determine the worksite activity. Therefore, the current practice is for the crew to send a representative to the supervisors' field office to assist with explaining the current activity status. With neither a replan that provides a safe situation nor the ability to replan for the current activity status, the worksite is not safe. To approach this problem, I began with a research question: how can a crew work through discrepancies between the ideal and the workplace reality? I answer the research question through the analysis of two years of ethnography data. I collected 60,000 features carried within 4,000 communications of activity states. Since these communications exhibit the communication challenges highlighted above, a panel composed of crew supervisors audited 260 of these communications to form a set of corrected communications. I also developed three case studies to highlight three specific types of unsafe situations. Two types of breakdowns became clear during my observations—a breakdown in communication and a breakdown of the self-explanation of what is communicated. I found that adding a feature to these communications that represents discrepancies prevents all breakdown in communication itself. However, there remained a breakdown in the explanation of 25.8% of communications. The introduction of a technology solution that leverages the discrepancy feature with a maximum discrepancy distance and crew discretion in an unmitigable breakdown improved the explanation rate to 97.6%. The resulting improvement in explanations reduced unexplained discrepancies to 2.3%—a 91% improvement in explanations from the initial 25.8% unexplained. I found that, with this theory, a crew could work through discrepancies between the replan and reality and that this appeared to result in a safer worksite. When generalized to a wider application, I saw evidence that the explanation performance drops by 10%. A limitation of adding a technology supported by my theory is that the new technology adds to a discretion imbalance that only exacerbates the management obsession with technology and authority which can impinge on labor standards and prevent crews from having the discretion to keep themselves safe. I recommend future research on this topic to focus on how to create balance between the workforce and the profit-driven authority figures. With authority for discretion imbalances in mind, my theory should be implemented by technology developers, by owners in contract provisions, by contractors in their crew organization, and by labor unions in their collective bargained provisions. My theory creates a need to adapt workforce education to include discretion of the workforce supported by technology tools.
The separation of disciplines in secondary education is an inherent obstacle to project-based learning (PBL): educators go years without meaningful collaboration, critical feedback, or self-reflection (Jacobs, 2010). As a result, many inhabit an isolated bubble where no space is given to interdisciplinary collaboration; this isolation limits the authenticity of the projects students can produce. Compounding the dilemma is neoliberal logic, which disseminates the model of the market to all domains and activities (Brown, 2017). The curriculum is depoliticized; students are motivated to excel academically so they can compete in the market rather than work towards more societal equity. Additionally, marginalized groups are tracked into vocational pathways that focus only on basic skills training and give no space to critical thinking, which hurts the worker’s ability to confront and transform inequitable neoliberal policies (Darder, 2017). While PBL in STEM and vocational pathways have positive impacts on teaching and learning outcomes, implemented without a critical pedagogy framework, PBL has not been shown to increase critical consciousness (Montoya et al., 2018). This research aims to discover how PBL and an interdisciplinary curriculum (Montoya et al., 2020) implemented through a framework of critical pedagogy can impact the critical consciousness of students and teachers.
Integrating Critical Pedagogy with Career Technical Education
https://www.youtube.com/watch?v=JNNmomasb1I
