Background Nonbinary engineering students (i.e., engineering students that identify as outside of the gender binary) must navigate a cis- and heteronormative society, in addition to a male dominated engineering culture. Nonbinary students in higher education report high levels of minority threat, lower levels of persistence than cisgender peers and lessened feelings of belonging. One avenue for supporting nonbinary students’ persistence in engineering is to increase understanding of the types of individuals that support nonbinary students and the supports available to nonbinary engineering students. For this study, we are utilizing social capital theory and Devor’s witnessing and mirroring framework to explore the supports nonbinary engineering students access through their social networks and how those supports impact persistence. Social capital, the resources embedded into social relationships, has been used as both an indicator and outcome in relation to students’ well-being, belonging, academic success, and persistence. Devor’s witnessing and mirroring framework brings greater meaning to the value of transgender and cisgender alters in a nonbinary engineers’ network. Specifically, how cisgender alters witness a nonbinary person’s identity as an outsider to gender nonconformity and how transgender alters mirror a nonbinary person’s experience as an insider to gender nonconformity.
Purpose: The purpose of this work in progress is to identify supports that are impactful on nonbinary engineering students’ persistence in their majors and careers. Specifically, we ask the questions: 1) What supports do alters, of differing genders, provide that witness and mirror nonbinary engineers; 2) to what extent are supports provided by alters impactful on students' success in their majors and careers?
Methodology/approach: We purposely selected 4 nonbinary engineering students to interview from a larger study on engineering students’ social capital and professional skills. Nonbinary engineering students were asked about their experiences of being nonbinary in engineering spaces, the support they received from cisgender and transgender alters and the impact of that support on their persistence in engineering. We analyzed the themes in the interviews by coding the alters mentioned, the types of supports provided (mirroring, witnessing, expressive and instrumental) and the impact of supports on persistence.
Future Work and Implications: The finding of this study will contribute to a greater understanding of the social capital and social networks of nonbinary students, as there is dearth of research on their experiences in engineering spaces. This work can guide our understanding of the supports that nonbinary engineering students have available to them and perhaps more importantly, the supports they do not have available to them. The findings from this study will be used to inform organizational and institutional policies to support engineering students in accessing more social capital.
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This content will become publicly available on June 26, 2025
Nonbinary Engineering Students’ Access to Resources Through Cis* and Trans* Alters
Background Nonbinary engineering students (i.e., engineering students that identify as outside of the gender binary) must navigate a cis- and heteronormative society, in addition to a male dominated engineering culture. Nonbinary students in higher education report high levels of minority threat, lower levels of persistence than cisgender peers and lessened feelings of belonging. One avenue for supporting nonbinary students’ persistence in engineering is to increase understanding of the types of individuals that support nonbinary students and the supports available to nonbinary engineering students. For this study, we are utilizing social capital theory and Devor’s witnessing and mirroring framework to explore the supports nonbinary engineering students access through their social networks and how those supports impact persistence. Social capital, the resources embedded into social relationships, has been used as both an indicator and outcome in relation to students’ well-being, belonging, academic success, and persistence. Devor’s witnessing and mirroring framework brings greater meaning to the value of transgender and cisgender alters in a nonbinary engineers’ network. Specifically, how cisgender alters witness a nonbinary person’s identity as an outsider to gender nonconformity and how transgender alters mirror a nonbinary person’s experience as an insider to gender nonconformity. Purpose: The purpose of this work in progress is to identify supports that are impactful on nonbinary engineering students’ persistence in their majors and careers. Specifically, we ask the questions: 1) What supports do alters, of differing genders, provide that witness and mirror nonbinary engineers; 2) to what extent are supports provided by alters impactful on students' success in their majors and careers? Methodology/approach: We purposely selected 4 nonbinary engineering students to interview from a larger study on engineering students’ social capital and professional skills. Nonbinary engineering students were asked about their experiences of being nonbinary in engineering spaces, the support they received from cisgender and transgender alters and the impact of that support on their persistence in engineering. We analyzed the themes in the interviews by coding the alters mentioned, the types of supports provided (mirroring, witnessing, expressive and instrumental) and the impact of supports on persistence. Future Work and Implications: The finding of this study will contribute to a greater understanding of the social capital and social networks of nonbinary students, as there is dearth of research on their experiences in engineering spaces. This work can guide our understanding of the supports that nonbinary engineering students have available to them and perhaps more importantly, the supports they do not have available to them. The findings from this study will be used to inform organizational and institutional policies to support engineering students in accessing more social capital.
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- Award ID(s):
- 2406960
- NSF-PAR ID:
- 10528902
- Publisher / Repository:
- ASEE PEER
- Date Published:
- Format(s):
- Medium: X
- Location:
- https://peer.asee.org/47805
- Sponsoring Org:
- National Science Foundation
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Background Nonbinary engineering students (i.e., engineering students that identify as outside of the gender binary) must navigate a cis- and heteronormative society, in addition to a male dominated engineering culture. Nonbinary students in higher education report high levels of minority threat, lower levels of persistence than cisgender peers and lessened feelings of belonging. One avenue for supporting nonbinary students’ persistence in engineering is to increase understanding of the types of individuals that support nonbinary students and the supports available to nonbinary engineering students. For this study, we are utilizing social capital theory and Devor’s witnessing and mirroring framework to explore the supports nonbinary engineering students access through their social networks and how those supports impact persistence. Social capital, the resources embedded into social relationships, has been used as both an indicator and outcome in relation to students’ well-being, belonging, academic success, and persistence. Devor’s witnessing and mirroring framework brings greater meaning to the value of transgender and cisgender alters in a nonbinary engineers’ network. Specifically, how cisgender alters witness a nonbinary person’s identity as an outsider to gender nonconformity and how transgender alters mirror a nonbinary person’s experience as an insider to gender nonconformity. Purpose The purpose of this work in progress is to identify supports that are impactful on nonbinary engineering students’ persistence in their majors and careers. Specifically, we ask the questions: 1) What supports do alters, of differing genders, provide that witness and mirror nonbinary engineers; 2) to what extent are supports provided by alters impactful on students' success in their majors and careers? Methodology/approach We purposely selected 4 nonbinary engineering students to interview from a larger study on engineering students’ social capital and professional skills. Nonbinary engineering students were asked about their experiences of being nonbinary in engineering spaces, the support they received from cisgender and transgender alters and the impact of that support on their persistence in engineering. We analyzed the themes in the interviews by coding the alters mentioned, the types of supports provided (mirroring, witnessing, expressive and instrumental) and the impact of supports on persistence. Future Work & Implications The finding of this study will contribute to a greater understanding of the social capital and social networks of nonbinary students, as there is dearth of research on their experiences in engineering spaces. This work can guide our understanding of the supports that nonbinary engineering students have available to them and perhaps more importantly, the supports they do not have available to them. The findings from this study will be used to inform organizational and institutional policies to support engineering students in accessing more social capital.more » « less
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