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The ongoing lack of diversity in STEM fields has been described as both: a) a critical issue with a detrimental impact on the United States’ ability to compete with global innovation (Chen, 2013) and b) a systemic issue that excludes certain groups of people from opportunities for economic mobility and job security (Wait & McDonald, 2019). Historically excluded groups, such as women, Black/African Americans, Latin Americans, and economically disadvantaged individuals, continue to be in the minority in STEM (Carnevale et al., 2021). Through the years of research on historically excluded groups, researchers have asserted the importance of developing an engineering identity in determining later success in engineering (Allen & Eisenhart, 2017; Kang et al., 2019; Stipanovic & Woo, 2017). With only 8% of all engineering students entering higher education from low income backgrounds (NCES, 2016; Major et. al, 2018), these students often face significant barriers to their success (Chen, 2013; Hoxby & Avery, 2012), yet there has been very little attention given to them in the research historically. Our study seeks to address the gap related to this population and support the developing understanding of how high achieving, low income students form an engineering identity, as well as the intersectionality and salience of their other socio-cultural identities. Using the theoretical framework of figured worlds (Holland et al., 1998; Waide-James & Schwartz, 2019), we sought to explore what factors shaped the formation of an engineering identity for high achieving, low income college students participating in an engineering scholarship program. Specifically, our research questions were: 1) What factors shape the formation of engineering identity for high achieving, low income students participating in an engineering scholarship program? and 2) How salient are other social identities in the formation of their engineering identity? A constructivist grounded theory (Charmaz, 2014) design guided our selection of individual interviews and focus groups as data collection tools, allowing us to tailor our interview questions and shape our programming around the needs of participants. NSF SSTEM-sponsored program activities that could shape the figured world of participants included intentional mentoring, cohort-based seminars, targeted coursework in design courses, and connecting students to internships and co-ops. Emerging themes for our preliminary data analysis reveal the importance of peer relationships, professional mentorship, and cultural wealth, including social capital. Preliminary results from this study have the potential to increase understanding of how to best support the success of high achieving, low income college students in engineering programs, including the implementation of targeted interventions and supports, as well as shed further light on the skills they use to overcome systemic barriers.
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Engineering Identity Profiles of Low-SES, High-Achieving Incoming Engineering Students
This work-in-progress research paper explores the way in which low-socioeconomic status (SES), first-year undergraduate engineering students develop their engineering identity. Identification with the field of engineering, or engineering identity development, is an ongoing process for students. While scholars have used retrospective studies to understand the developmental aspect of this process, a longitudinal study that follows students' engineering identity development could provide an advantageous viewpoint. In this study, we investigate the engineering identity profiles of incoming low-SES, high-achieving engineering students. We interviewed 13 students using a protocol focused on understanding the students' engineering identity profiles before entering engineering school. An integrated model of engineering identity development was used to frame the research and guide the analysis. Our preliminary results show existing pre-college identity-related patterns across students as well as initial ways of identifying with their major and engineering as a field. This work has contributions to research in the areas of engineering identity development as well as broadening understanding of engineering students who are both low-income and high-achieving. Our work has practical implications for academic and professional support programs for low-income engineering students and programs that aim to support engineering identity development.
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- Award ID(s):
- 1644182
- PAR ID:
- 10251840
- Date Published:
- Journal Name:
- 2019 IEEE Frontiers in Education Conference (FIE)
- Page Range / eLocation ID:
- 1 to 4
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1109/FIE43999.2019.9028555
