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This repeated measures study analyzes self- reported variables, including sense of belonging, engineering identity, intent to persist, and stress levels, among first-generation engineering students during their first year of education. Given the persistent stress culture in undergraduate engineering programs, significant efforts are being made to improve these factors to support students' well-being and academic success. Over time, we aim to provide a detailed understanding of how the sense of belonging, engineering identity, intent to persist, and stress interact and evolve to shape the experiences of first-generation students. From the first- year engineering program at a larger Midwestern university, 488 students (27% female, 46% first- generation) responded to our survey twice at the end of their Fall 2023 and Spring 2024 semesters. Independent and paired-sample t-tests were conducted to analyze the significance of any changes in belonging, engineering identity, intent to persist, and stress levels among first- year and continuing engineering students. Results showed a significant decrease (p < .05) for both first- generation and continuing-generation engineering students across two variables, i.e., intent to persist (averaged scores decreased) and stress levels (average scores increased), between their Fall 2023 and Spring 2024 end-of-semester survey responses. Sense of belonging and engineering identity remained stable. These results suggest that persistence and stress are more immediately influenced by the academic environment, whereas belonging and identity may evolve more gradually. Targeted support for stress management and persistence is crucial, particularly for first-generation students, to promote well-being and academic success.
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Analyzing Self-Reported Sense of Belonging, Engineering Identity, Intent to Persist, and Stress Levels Among First-Generation and Non-Traditional Students in a First-Year Engineering Program
In this research paper, we provide an analysis of self-reported variable such as sense of belonging, engineering identity, intent to persist, and stress levels among first-generation and non-traditional students in their first year of engineering education. In the context of prevailing stress culture in undergraduate engineering education, substantial efforts are made to improve the condition of these variables to support students’ wellbeing and academic success. Utilizing existing social and psychological frameworks, this research intends to support the success of such efforts, especially in the case of minoritized college students (first-generation and non-traditional engineering undergraduates). We offer a detailed understanding of how sense of belonging, engineering identity, intent to persist, and stress interact and impact students’ experiences. Quantitative cross-sectional data was collected from first year engineering students (n = 699) in a large Midwestern University in the U.S. through an online survey. The combined sample included 25% female, 49% first generation, and 23% non-traditional students. Independent samples t-tests revealed significant differences between first-generation and continuing-generation engineering students across all variables. First-generation college students reported significantly lower intent to persist (p = .00), engineering identity (p = .01), and higher stress levels (p = .02) compared to continuing-generation study participants. A one-way ANOVA revealed no significant differences based on the above variable among traditional, and non-traditional study participants. Findings from this study emphasize the need for targeted support for first-generation students. Overall, this research highlights the importance of tailored interventions including curricular changes to promote equity and success in engineering education. These findings can help guide strategies to create a more supportive environment that promotes the success and well-being of first year engineering students.
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- Award ID(s):
- 2337003
- PAR ID:
- 10675652
- Publisher / Repository:
- American Society for Engineering Education, PEER
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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