Board 221: CAREER: Disrupting the Status Quo Regarding Who Gets to be an Engineer - Exploring the Intent-to-Impact Gap for Rectifying Inequity

Although broadening participation efforts aim to transform who has access to engineering by targeting those historically excluded, Black and Brown students' participation remains stifled by the exclusionary culture and practices ingrained in engineering education. Consequently, there is a need for scholarship that advances our understanding of systemic changes that center equity, challenge exclusionary cultural norms, and ultimately contribute to disrupting the status quo of who gets to be an engineer. This project uses Kotter's change theory and Acker's inequality regimes to identify and examine signature practices and change strategies within and across five exemplars. While previous executive summaries focused on the signature practices informed by the interviews with faculty and staff, this year's executive summary will characterize the institutional values and commitments to diversity, equity, and inclusion. This effort will inform future efforts to understand the intent-to-impact gap by comparing the institution's values to student's lived experiences.