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It focuses on traditionally underrepresented students at an engineering faculty where 35% of undergraduates are women, using reflective thematic analysis. Shared experiences from women, racialized students, 2SLGBTQ+ students, and students from lower socio-economic statuses reveal discrimination, shifting perceptions of capabilities, and unequal access to support, community, and leadership roles on campus, urging intersection-aware culture change beyond diversity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/from-diversity-to-inclusion-centring-the-voices-of-undergraduate-engineering-students/597012/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/from-diversity-to-inclusion-centring-the-voices-of-undergraduate-engineering-students/597012.png","ImageObject",300,407,{"name":92,"@type":93},"Danger Angel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study argue about tipping point theory and equity in engineering?","Question",{"text":112,"@type":113},"It provides evidence against relying on tipping point theory for equity by showing discrimination and inequities persist when women make up about 35% of undergraduates.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which groups’ experiences are analyzed in the reflective thematic analysis?",{"text":117,"@type":113},"The analysis centers experiences shared by women, racialized students, 2SLGBTQ+ students, and students from lower socio-economic statuses.",{"name":119,"@type":110,"acceptedAnswer":120},"What campus issues are reported across participants?",{"text":121,"@type":113},"Participants describe instances of discrimination, varying perceptions of capabilities, and unequal access to support, community, and on-campus leadership roles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597012,1792171217,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},962090769052,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","From Diversity to Inclusion: Centring the Voices of Undergraduate Engineering Students  \nAbstract  \nSome Canadian undergraduate engineering programs report 30–40% of enrolled students are women. Kanter’s tipping point theory argues that women become lesstokenized when they make up 30% of a group’s population. Other scholars have found that incomparable situations, women continued to experience discrimination, hostility, and competition. This critical study provides further evidence against a tipping point for equity by centring the experiences of traditionally underrepresented undergraduate students studying at a faculty of engineering with 35% women undergraduates enrolled. Reflective thematic analysis of experiences shared by women, racialized students, 2SLGBTQ+ students, and students from lower socio-economic statuses found instances of discrimination, varying perceptions of capabilities, and inequitable access to support, community, and on-campus leadership roles. Therefore, institutions need to acknowledge the intersectional experiences of students and work toward changing campus culture in addition to diversity efforts.  \nKeywords: inclusion, diversity, intersectionality, undergraduate engineering education, student experience  \nRésumé  \nCertains programmes de premier cycle en ingénierie au Canada font état de 30 à 40 % de femmes inscrites. Lathéorie du point de bascule de Kantersoutient que les femmes sont moins réduites au rôle de « jetons » quand elles constituent au moins trente pour cent de la population d’un groupe. D’autres chercheurs ont constaté que, dans des situations comparables, les femmes continuentd’être victimes de discrimination, d’hostilité et de concurrence. Cette étude critique fournit des preuves supplémentaires contre l’idée d’un point de bascule en matière d’équité, en se concentrant sur les expériences d’étudiants de premier cycle traditionnellement sous-représentés dans une faculté d’ingénierie comptant trente-cinq pour cent de femmes inscrites. Une analyse thématiqueréflexive des expériences partagées par les femmes, les étudiants racisés, les étudiants 2SLGBTQ+ et les étudiants ayant un statut socioéconomique inférieur a révélé des cas de discrimination, des perceptions variables des capacités et un accès inéquitable aux services de soutien, à la communauté et aux rôles de leadership sur le campus. Par conséquent, les établissements doivent reconnaître les expériences intersectionnelles des étudiants et œuvrer à changer la culture du campus en plus de leurs efforts de diversité . Mots-clés : inclusion, diversité, intersectionnalité, formation d’ingénieur de premier cycle, expérience étudiante  \nIntroduction  \nWomen (Engineers Canada, 2020b; Franklin, 1985), racialized students—in particular Black and Indigenous students (Blosser, 2020; Burke et al., 2021; Engineers Canada, 2021; Fletcher et al., 2017)—and 2SLGBTQ+ students (Cech & Rothwell, 2018; Cech & Waidzunas, 2011; Hughes,  \n2017) are all typically underrepresented in engineering education. Because the underrepresentation of women in engineering has received the most attention over the decades (Blickenstaff, 2005; Franklin, 1985; Rincón & George-Jackson, 2016), the number of women in engineering programs has been used as a marker of diversity. Post-secondary engineering programs have adopted Engineers Canada’s  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur 52:4 (2023)   \nbenchmark of 30% women as a goal for their diversity efforts (Engineers Canada, 2020b; Franklin, 1985), with some universities having reached enrolments of 30–35% women in their undergraduate engineering programs. The Engineers Canada 30 by 30 campaign set out to have 30% of licensed engineers be women by 2030 because 30% has been argued to be a “universally held ‘tipping point’ for sustainable change”(Engineers Canada, 2020a) .  \nSome scholars have tied sexism and the unwelcoming environment for women in engineering to the underrepresen","cbCaibm2CSdXRLMt","https://ap.wps.com/l/cbCaibm2CSdXRLMt","pdf",137287,12,"English","# Abstract\n# Introduction","[{\"question\":\"What does the study argue about tipping point theory and equity in engineering?\",\"answer\":\"It provides evidence against relying on tipping point theory for equity by showing discrimination and inequities persist when women make up about 35% of undergraduates.\"},{\"question\":\"Which groups’ experiences are analyzed in the reflective thematic analysis?\",\"answer\":\"The analysis centers experiences shared by women, racialized students, 2SLGBTQ+ students, and students from lower socio-economic statuses.\"},{\"question\":\"What campus issues are reported across participants?\",\"answer\":\"Participants describe instances of discrimination, varying perceptions of capabilities, and unequal access to support, community, and on-campus leadership roles.\"}]","From Diversity to Inclusion: Centring the Voices of Undergraduate Engineering Students | PDF",1792084205]