Credibilitizing: How Underrepresented Audio Engineers Build Social Capital

Gaston-Bird L. Credibilitizing: How Underrepresented Audio Engineers Build Social Capital. In: Express Paper. Audio Engineering Society; 2025. Paper 402. Available from: https://aes.org/publications/elibrary-page/?id=23099

@inproceedings{GastonBird2025_23099,
  author = {Gaston-Bird, Leslie},
  title = {{Credibilitizing: How Underrepresented Audio Engineers Build Social Capital}},
  note = {Paper 402},
  year = {2025},
  month = oct,
  publisher = {Audio Engineering Society},
  url = {https://aes.org/publications/elibrary-page/?id=23099}
}

TY  - CPAPER
TI  - Credibilitizing: How Underrepresented Audio Engineers Build Social Capital
AU  - Gaston-Bird, Leslie
M1  - Paper 402
PY  - 2025
DA  - 2025/10/14
UR  - https://aes.org/publications/elibrary-page/?id=23099
PB  - Audio Engineering Society
LA  - en
AB  - This paper introduces the concept of "credibilitizing", a grounded theory (GT) describing how underrepresented groups (UGs) in audio pursue credibility as a basic social process (BSP) in response to their desires to be taken seriously as audio engineers. Participants are weary from "codebreaking": deciphering language and behavior patterns as they navigate their careers and avoid the feeling of being mischaracterized as incompetent or out of place by peers and gatekeepers. Based on findings from immersive audio workshops and participant interviews, the study identifies a framework comprised of mentoring, role models, and networking: key elements in the process of building social capital. One important finding from the study is that UGs are seeking applied knowledge (e.g., workflow templates, session practices), not "mentoring for mentoring's sake". In this ideal environment, many participants share and expand their knowledge, sustaining the building of social capital with new purpose. Safe spaces enable credibilitizing by removing many common microaggressions and allowing the free exchange of ideas in a supportive environment. This paper presents the credibilitizing framework grounded in participants lived experience and proposes for inclusive pedagogy and development in audio education and professional practice. The credibilitizing framework outlines the conditions, interactions, and institutional supports that enable UGs in audio to achieve their desire to "be taken seriously". It offers educators and practitioners a model for designing environments and mentoring opportunities that validate lived experience while equipping learners with the knowledge they need to advance their careers.
ER  -