Rigor is the aspirational quality academics apply to disciplinary standards of quality. Rigor's particular role in engineering created conditions for its transfer and adaptation in the recently emergent discipline of engineering education research. ‘Rigorous engineering education research’ and the related ‘evidence-based’ research and practice movement in STEM education have resulted in a proliferation of boundary drawing exercises that mimic those in engineering disciplines, shaping the development of new knowledge and ‘improved’ practice in engineering education. Rigor accomplishes dirty deeds, however, serving three primary ends across engineering, engineering education, and engineering education research: disciplining, demarcating boundaries, and demonstrating white male heterosexual privilege. Understanding how rigor reproduces inequality, we cannot reinvent it but rather must relinquish it, looking to alternative conceptualizations for evaluating knowledge, welcoming diverse ways of knowing, doing, and being, and moving from compliance to engagement, from rigor to vigor.

严谨是志向高品质的学者适用于学科的质量标准。里格（Rigor）在工程学中的特殊作用为它在最近兴起的工程教育研究学科中的转移和适应创造了条件。STEM教育中的“严格的工程教育研究”和相关的“基于证据的”研究与实践运动，导致了模仿工程学科的边界图练习的泛滥，从而塑造了工程学的新知识和“改进的”实践的发展。教育。Rigor完成了肮脏的事，但为工程，工程教育和工程教育研究提供了三个主要目的：训练，划定边界和展示白人异性恋特权。了解严谨如何造成不平等，