scholarly journals Factors Influencing Engineering Identity Development of Latinx Students

2019 ◽  
Vol 62 (3) ◽  
pp. 173-180
Author(s):  
Meagan R. Kendall ◽  
Maya Denton ◽  
Nathan Hyungsok Choe ◽  
Luis M. Procter ◽  
Maura Borrego
Keyword(s):  
Identity Development ◽  
Factors Influencing ◽  
Engineering Identity

scholarly journals Inclusion & Marginalization: How Perceptions of Design Thinking Pedagogy Influence Computer, Electrical, and Software Engineering Identity

2020 ◽  
Vol 8 (4) ◽  
pp. 304
Author(s):  
Sarah L. Rodriguez ◽  
Erin E. Doran ◽  
Rachel E. Friedensen ◽  
Elizabeth Martínez-Podolsky ◽  
Paul S. Hengesteg
Keyword(s):  
Software Engineering ◽  
Identity Development ◽  
Student Perceptions ◽  
Engineering Students ◽  
Design Thinking ◽  
Vital Role ◽  
Student Interest ◽  
College Level ◽  
Educational Stakeholders ◽  
Engineering Identity

Engineering identity plays a vital role in the persistence of engineering students, yet limited research exists on how particular pedagogical approaches influence engineering identity at the college level. This qualitative case study explored how undergraduate student perceptions of design thinking pedagogy influence computer, electrical, and software engineering identity. The study found that design thinking pedagogy reinforces the recognition of an engineering identity, particularly for those from historically marginalized groups (i.e., women, people of color). Intentional implementation, including organization and framing of design thinking pedagogy, was an essential foundation for fostering student interest in the course and connecting to their role as engineers. This study suggests that design thinking is a fruitful area to explore to create more inclusive engineering environments. This study’s findings will assist educational stakeholders in understanding the design thinking pedagogy and engineering identity experiences of CES undergraduate engineering majors. Findings may encourage institutions to view the engineering curriculum in terms of identity development and understand how intersectional identities influence the ways students, particularly those from marginalized backgrounds, experience the environment.

scholarly journals The influence of policy implementation in the Midwest: How an SSTEM program broadens participation and enhances engineering identity for community college students

2021 ◽  
Vol 29 ◽  
pp. 29
Author(s):  
Sarah L. Rodriguez ◽  
Maria L. Espino ◽  
Brian D. Le ◽  
Kelly Cunningham
Keyword(s):  
College Students ◽  
Community College ◽  
Identity Development ◽  
Community College Students ◽  
Phenomenological Approach ◽  
Future Research ◽  
Power Dynamics ◽  
And Mathematics ◽  
Four Year Institutions ◽  
Engineering Identity

This qualitative research study describes how a Midwest community college’s implementation of an Scholarships in Science, Technology, Engineering, and Mathematics (SSTEM) program influences engineering identity development for its students with financial need. Using a phenomenological approach, the study finds that the program enables community college students to have greater financial freedom and an ability to focus on engineering identity. In addition, the SSTEM program enhances student connections with STEM faculty, program staff, and peers. The study highlights the need for creating spaces for engineering identity development, developing connections between faculty, staff, and students, and enhancing transfer connections through different experiences. Future research might look to longitudinal designs and investigate additional contexts, engineering disciplines, gender differences, and programmatic structures to add nuance to these findings. The study suggests that practitioners might frame SSTEM and engineering experiences as opportunities for financial freedom and identity development and make further enhancements to transfer connections to four-year institutional partners. In terms of policy, the study suggests that policymakers consider identity development experiences an important aspect of funding SSTEM programs while enhancing programmatic support services available to students and placing greater emphasis on the collaborative actions, planned activities, and power dynamics between two- and four-year institutions funded by the SSTEM program.

scholarly journals The power of interest: minoritized women’s interest in engineering fosters persistence beliefs beyond belongingness and engineering identity

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Dina Verdín
Keyword(s):  
Identity Development ◽  
Measurement Invariance ◽  
Degree Completion ◽  
Classroom Environment ◽  
Sense Of Belonging ◽  
Engineering Students ◽  
Equation Modeling ◽  
Engineering Degree ◽  
Competence Beliefs ◽  
Engineering Identity

Abstract Backgrounds This study examined how developing an engineering identity through the interplay between interest, recognition, and performance/competence beliefs and establishing a sense of belonging supported women’s persistence beliefs in engineering. Persistence belief in this study is captured through women’s certainty of graduating with an engineering degree. Students’ levels of motivation, affective states, and actions are based on what students believe to be true. Data were gathered from a survey administered to engineering students at nine institutions across the USA. Only female engineering students were used in the analysis. Students were further grouped into categories based on the representation of their race/ethnicity in engineering; 121 women were identified as minoritized in engineering, and 252 were identified as part of the majority group in engineering. Structural equation modeling was used to understand how the development of an engineering identity and modes of belonging (i.e., belonging in the major and in the classroom environment) supported women’s certainty to graduate with an engineering degree. All latent constructs were examined for measurement invariance; partial measurement invariance was achieved. Equality constraints on the structural paths of the model were not enforced to allow for differences across groups. Results Seeing oneself as an engineer (i.e., internal recognition) did not support minoritized women’s certainty to persist toward degree completion, whereas this internal recognition supported majority women’s persistence. Belonging in the major and belonging in the classroom environment did not support minoritized women’s certainty to persist. Establishing a sense of belonging in the classroom environment supported majority women’s certainty to persist. Minoritized women’s persistence toward degree completion was supported by their interest in engineering and their confidence in performing well in engineering coursework. However, interest in engineering was two times more influential toward minoritized women’s persistence than their performance competence beliefs. Conclusion These findings provide educators with a nuanced understanding of how identity development and modes of belonging differentially affect women’s persistence beliefs. These findings suggest that educators need to understand the powerful influence minoritized women’s interest in engineering has on their persistence beliefs and create mechanisms to continuously reinforce interest.

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