Engineering Identity Development Among Pre‐Adolescent Learners

Capobianco, Brenda M.; French, Brian F.; Diefes-Du, Heidi A.

doi:10.1002/j.2168-9830.2012.tb01125.x

Cited by 138 publications

(157 citation statements)

References 43 publications

(49 reference statements)

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“…Fostering participation in these types of out-of-school activities can connect students' personal interests with engineering. Often, students do not have clear perceptions of what engineers do in their careers (Leonardi, Jackson, & Diwan, 2009;Shivy & Sullivan, 2005), and engineering is often associated with masculine vocations (Capobioanco, French, & Diefes-Dux, 2012;Stevens, O'Connor, Garrison, Jocuns, & Amos, 2008) like fixing or building things (Aswad, Vidican, & Samulewicz, 2011;Cunningham, Lachapelle, & Lindgren-Streicher, 2005;Powell, Dainty, & Bagilhole, 2012).…”

Section: Discussionmentioning

confidence: 99%

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Godwin¹,

Sonnert²,

Sadler³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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Participation from a variety of students is important to the long-term growth of the engineering field. Much of the research on engineering recruitment or career choice has focused on engineering as a whole, even though engineering disciplines are varied in student participation and focus. This work examines how students' out-of-school interests and experiences in high school predict the likelihood of choosing a career in a particular engineering discipline. Out-of-school experiences offer more unstructured ways for students to meaningfully engage with science and engineering outside of the confines of the classroom. These experiences offer opportunities to spark particular science interests not included in traditional high school science curriculum. Additionally, participation in engineering for women has been historically low. For this reason, we also examined reported differences in out-of-school experiences by gender. Our findings indicate that reported out-of-school experiences increased the odds of students choosing particular engineering disciplines. Experiences traditionally stereotyped as masculine and more often reported by men, such as tinkering, increased the odds of choosing engineering disciplines with higher representation of men. However, some experiences equally reported by men and women, such as mixing chemicals or engaging with chemistry in the kitchen or talking with friends or family about science, predicted higher odds of choosing engineering disciplines with higher representation of women (chemical, biomedical, environmental). These quantitative results are a first step in understanding how out-of-school experiences are connected to the nuanced decisions of disciplinary engineering career decisions and have implications for the way engineering faculty draw on prior experience in the classrooms and for researchers on how out-of-school activities may predict students' long-term career decisions.

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Section: Discussionmentioning

confidence: 99%

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Godwin¹,

Sonnert²,

Sadler³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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“…Professional identity development has been another theme of research in recent years. Students who aspire to be engineers have been found to have more distinct professional and occupation-related identities, even at an early age 13,16 .…”

Section: Theoretical Framing Identitymentioning

confidence: 99%

Intersectionality of Non-normative Identities in the Cultures of Engineering

Kirn

Godwin

Benson

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University.Dr. Geoff Potvin, Florida International University Jacqueline Doyle, Florida International University Hank Boone, University of Nevada, RenoHank Boone is a Graduate Research Assistant and Masters Student at the University of Nevada, Reno. His research focuses on First Generation engineering college students' engineering identity, belongingness, and how they perceive their college experience.He is also on a National Science Foundation project looking at non-normative engineering students and how they may have differing paths to success. His education includes a B.S. in Mechanical Engineering from University of Nevada, Reno. Dina Verdin, Purdue UniversityDina Verdín is an Engineering Education graduate student at Purdue University. She completed her undergraduate degree in Industrial and Systems Engineering at San José State University. Her research interest focuses on the first-generation college student population, which includes changing the perspective of this population from a deficit base approach to an asset base approach.c American Society for Engineering Education, 2016 Intersectionality of Non-Normative Identities in the Cultures of Engineering (InIce)Introduction to the Project Traditionally, engineering culture has limited rather than fostered diversity in engineering. To address this persistent issue, we examine how diverse students identify with engineering and navigate the culture of engineering. We define diversity not by making a priori categorizations according to traditional demographic information (e.g., race, gender, sexual orientation, etc.), but instead by investigating the variation in students' attitudinal profiles on a host of affective measures. Using these measures, we develop an identification of large, "normative" groups of engineers as well as "non-normative" students who emerge as having distinct attitudinal profiles. This mixed methods study investigates the intersectionality of engineering students' personal identities to understand: How do non-normative groups in engineering form an engineering identity and navigate a culture dominated by limited diversity?The focus of this paper is on the first phase this project, in which students' identities, motivation, psychological traits, perceived supports and barriers to engineering, and other background information i...

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“…Some research has pointed to the importance of role models and mentors who come from similar ethnic backgrounds as the students 18 and who may have the potential to promote a sense of engineering identity, defined as the interface between academic performance, institutional connectedness, gender role and mentors in engineering 19 . Ethnically matched mentors and role models have been included in the MMM program in an effort to facilitate students' ability to envision themselves occupying these positions, instill a sense of academic self-efficacy 20 and enhance students' academic self-concept in mathematics and science 21 .…”

Section: Minority Male Maker Theory Of Actionmentioning

confidence: 99%

Increasing STEM Engagement in Minority Middle School Boys through Making

Ladeji-Osias

Ziker

Gilmore

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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His research interests are in the general area of reconfigurable computing. Current research focuses on the development of a suite of software tools that allow scientists to benefit from the potential order of magnitude speedup in execution time offered by reconfigurable computers over typical desktop computers. Dr. Gloster has also conducted research in the area of technology-based curriculum development, distance education, and VLSI design for testability.Dr. Gloster has taught courses on digital system design, ASIC design, microprocessor system applications, FPGA-based system design, and VLSI design for testability (using VHDL/Verilog). He has served on the program committee and as session chair for several international conferences. He received best paper and presentation awards for a paper presented at the International Conference on Computer Design This presentation will provide evaluation results and lessons learned during the first year of this project, including the effects of strategies, such as mentorship and early exposure to university-based STEM resources. Recommendations for developing a prototypical process for developing programs that broaden participation of underrepresented students will also be discussed.

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Engineering Identity Development Among Pre‐Adolescent Learners

Cited by 138 publications

References 43 publications

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices

Intersectionality of Non-normative Identities in the Cultures of Engineering

Increasing STEM Engagement in Minority Middle School Boys through Making

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