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Dear INES,</div>
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We are happy to share that Issue 18.1 is online! It is a special issue on power and equity. Thank you to everyone at the journal who helped move these articles along, and all of you who served as reviewers.</div>
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All the best,</div>
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Jessica</div>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);"><b>M. Smith, J. (2026). Power and Equity.
<i>Engineering Studies</i>, <i>18</i>(1), 1–4. </b></span><span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(150, 96, 125);"><b><u><a href="https://doi.org/10.1080/19378629.2026.2629686" data-outlook-id="5c58cf0f-d2bb-4e40-9a8d-2e4d85b032e5" style="color: rgb(150, 96, 125); margin-top: 0px; margin-bottom: 0px;">https://doi.org/10.1080/19378629.2026.2629686</a></u></b></span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);"><b>Brennan, D., Ahern, A., & Quilty, A. (2026). A Comparative Study of Female Engineers’ Experiences in Ireland: Why Women Persist, Leave, or Consider Leaving Engineering.
<i>Engineering Studies</i>, <i>18</i>(1), 5–32. </b></span><span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(150, 96, 125);"><b><u><a href="https://doi.org/10.1080/19378629.2026.2616698" data-outlook-id="66de6d91-d7df-4988-8ecb-d9b80496069c" style="color: rgb(150, 96, 125); margin-top: 0px; margin-bottom: 0px;">https://doi.org/10.1080/19378629.2026.2616698</a></u></b></span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);"> This article presents the first large scale quantitative study on the issue of female retention in the Irish context. In this examination of what drives women to persist or
leave the industry, we identify factors such as demographics, employment conditions and workplace issues that play a role in determining the scale of Ireland's attrition problem for female engineers. The scale of experiences of sexism amongst respondents is
presented as are some surprising findings on the lack of the relevance of pay or stress in determining whether a woman persists or leaves engineering. This article also presents findings on a new novel group within scholarship on female retention in engineering:
women who have considered leaving. Almost half of the respondents still working in engineering have considered leaving the industry. As such, this article presents their experiences to address the knowledge gap on occupational commitment of women still employed
as engineers and, in doing so, adds nuance to the categorizations of women who leave and women who persist. Arguably, paying attention to the experiences and needs of women who have considered leaving is where the most immediate and impactful interventions
can be made to prevent female attrition in engineering in Ireland.</span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);"><b>Masta, S., Seniuk Cicek, J., Kloot, B., & Goldfinch, T. (2026). Decolonizing Engineering Education: Tensions, Contexts, and Commitments Across Four National Settings.
<i>Engineering Studies</i>, <i>18</i>(1), 33–55. </b></span><span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(150, 96, 125);"><b><u><a href="https://doi.org/10.1080/19378629.2025.2556377" data-outlook-id="735a42bc-8aa2-4398-b5c6-6f6c0f795c77" style="color: rgb(150, 96, 125); margin-top: 0px; margin-bottom: 0px;">https://doi.org/10.1080/19378629.2025.2556377</a></u></b></span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);">This essay stories how four scholars understand colonization and how its continued impact on colonized peoples and Lands relate to engineering, and engineering education and
research in Australia, Canada, South Africa, and the United States. Genuine movement toward decolonization in engineering education and research should include substantial partnerships, collaboration, and shared decision-making with Indigenous and non-dominant
peoples, and the centering of Indigenous and non-dominant worldviews, and it must be localized. Decolonization challenges nationalism, capitalism, and landownership, and the notions of objectivity and the purposes and practices in engineering. Decolonization
requires a fundamental shift in thinking about whose knowledge and belief systems are accessed, and how knowledge is acquired and shared. Engineering educators need to understand the crucial value of Indigenous and non-dominant knowledges and worldviews for
engineering, the urgency for advancing social justice, and the responsibility of our profession to take up the call and work for decolonization.</span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);"><b>Özkan, D. S. (2026). Sociotechnical curricular approaches for a culture of engagement in engineering: students navigating power and equity.
<i>Engineering Studies</i>, <i>18</i>(1), 56–81. </b></span><span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(150, 96, 125);"><b><u><a href="https://doi.org/10.1080/19378629.2025.2556386" data-outlook-id="f579045a-1ff3-4447-9e6b-370f031571c5" style="color: rgb(150, 96, 125); margin-top: 0px; margin-bottom: 0px;">https://doi.org/10.1080/19378629.2025.2556386</a></u></b></span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);">Historically, engineers have been trained to adopt a neutral and apolitical stance, reinforcing a ‘culture of disengagement’ in the field that influences who chooses to pursue
engineering. This study examines how first-year engineering students experience a sociotechnical curriculum designed to introduce them to the social, political, and economic dimensions of engineering. Guided by Cech’s culture of disengagement in engineering,
the research investigates how students engage in a sociotechnical curricular revision in an introductory engineering course. Using a reflexive thematic analysis, I analyze students’ project proposals, final reports, and post-semester interviews. Findings reveal
that students engaged deeply with the curriculum by connecting course themes to their own experiences, interests, and identities. Many reflected on personal bias, real-world inequities, and the limitations of purely technical solutions. Rather than devaluing
the social aspects of real-world contexts, students highlighted how equity and power dynamics shaped their project decisions and reflections giving them more insight into how engineering decisions might impact people differently. This work shows that sociotechnical
curricula can challenge disengagement by creating space for engineering students, especially those historically excluded from engineering, to bring their perspectives and experiences into a culture of engagement that better reflects the complexity and responsibility
of engineering practice.</span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);"><b>Boeva, Y., Ku, S., Martin, B., Monteiro, M., Neeley, K., Reddy, E., & Wylie, C. (2026). Report on the INES Roundtable, ‘Making STS reverberate through engineering: reflections
on engineering studies’ at the Society for the Social Studies of Science Annual Meeting, 6 September 2025.
<i>Engineering Studies</i>, <i>18</i>(1), 82–88. </b></span><span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(150, 96, 125);"><b><u><a href="https://doi.org/10.1080/19378629.2026.2621795" data-outlook-id="3a5e142b-a34d-4a6b-84b2-638f917e2f7f" style="color: rgb(150, 96, 125); margin-top: 0px; margin-bottom: 0px;">https://doi.org/10.1080/19378629.2026.2621795</a></u></b></span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);">This report documents the roundtable ‘Making STS Reverberate through Engineering: Reflections on Engineering Studies’, hosted by the International Network for Engineering Studies
(INES) at the 2025 Society for the Social Studies of Science (4S) meeting in Seattle. The roundtable examined engineering studies as a field and its relationship to Science and Technology Studies (STS), exploring how STS-informed scholarship shapes engineering
research, education, and practice. Participants discussed critical questions about reciprocal learning: How do our analyses of engineering cultures shape the engineers we research and teach? What impact do engineering perspectives have on STS scholarship?
The roundtable began a discussion of practices in STS-informed engineering studies, including historical, cultural, political, and ethical analyses of engineers and their work, as well as interdisciplinary research collaborations and their effects on engineering
students, research participants, and scholars.</span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);"><b>Kleine, M. S. (2026). Intersectionality and Engineering Studies, A Review of Whiteness in Engineering: Tracing Technology, Masculinity, and Race in Nepal’s Development: by
Janwillem Liebrand, Kathmandu, Himal Books, 2022, 228 pp., ISBN 978-9937110419. <i>
Engineering Studies</i>, <i>18</i>(1), 89–94. </b></span><span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(150, 96, 125);"><b><u><a href="https://doi.org/10.1080/19378629.2026.2620375" data-outlook-id="c07201a1-fb48-4f0a-97b9-79104a186b55" style="color: rgb(150, 96, 125); margin-top: 0px; margin-bottom: 0px;">https://doi.org/10.1080/19378629.2026.2620375</a></u></b></span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);"><b> </b></span></p>
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<span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(0, 0, 0);"><b>Williams, T. (2026). Cracking the Bro Code: by Coleen Carrigan, Cambridge MA, MIT Press, 2024, 206 pp., $40 (Paperback), ISBN: 9780262547055.
<i>Engineering Studies</i>, <i>18</i>(1), 95–98. </b></span><span style="font-family: Aptos, sans-serif; font-size: 12pt; color: rgb(150, 96, 125);"><b><u><a href="https://doi.org/10.1080/19378629.2025.2573256" data-outlook-id="5834313d-e8cd-4bb3-8e91-6f17ebb4cad1" style="color: rgb(150, 96, 125); margin-top: 0px; margin-bottom: 0px;">https://doi.org/10.1080/19378629.2025.2573256</a></u></b></span></p>
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<p class="MsoNormal"><span style="font-family: Aptos, sans-serif; color: black;"><a href="https://www.jessicamsmith.net/" data-outlook-id="39ea9df4-ab2b-48c6-9790-2048d1f2ac22" style="margin-top: 0px; margin-bottom: 0px;">Jessica M. Smith</a></span></p>
<p class="MsoNormal"><span style="font-family: Aptos, sans-serif; color: black;">Editor-in-chief,
<i><a href="https://www.tandfonline.com/journals/test20" data-outlook-id="7e7f9608-4d8c-46c3-b126-68841baea56e" style="margin-top: 0px; margin-bottom: 0px;">Engineering Studies</a></i></span></p>
<p class="MsoNormal"><span style="font-family: Aptos, sans-serif; color: black;">Professor,
<a href="https://www.mines.edu/eds/" data-outlook-id="3b5eebbf-c527-4631-ba6a-1afcf225eaee" style="margin-top: 0px; margin-bottom: 0px;">
Engineering, Design, and Society Department</a></span></p>
<p class="MsoNormal"><span style="font-family: Aptos, sans-serif; color: black;">Colorado School of Mines</span></p>
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