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Garriott, Patton O. ; Hunt, Heather K. ; Navarro, Rachel L. ; Flores, Lisa Y. ; Lee, Bo Hyun ; Suh, Han Na ; Brionez, Julio ; Slivensky, Diana ; Lee, Hang-Shim ( , Journal of Vocational Behavior)
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Garriott, Patton O. ; Carrero Pinedo, Ayli ; Hunt, Heather K. ; Navarro, Rachel L. ; Flores, Lisa Y. ; Desjarlais, Cerynn D. ; Diaz, David ; Brionez, Julio ; Lee, Bo Hyun ; Ayala, Evelyn ; et al ( , Journal of Engineering Education)
Abstract Background Although participation rates vary by field, Latiné and women engineers continue to be underrepresented across most segments of the engineering workforce. Research has examined engagement and persistence of Latiné and White women in engineering; however, few studies have investigated how race, ethnicity, gender, and institutional setting interact to produce inequities in the field.
Purpose To address these limitations, we examined how Latina, Latino, and White women and men students' engagement in engineering was informed by their intersecting identities and within their institutional setting over the course of a year.
Method We interviewed 32 Latina, Latino, and White women and men undergraduate engineering students attending 11 different predominantly White and Hispanic Serving Institutions. Thematic analysis was used to interpret themes from the data.
Results Our findings illustrate how Latinas, Latinos, and White women developed a strong engineering identity, which was critical to their engagement in engineering. Students' engineering identity was grounded in their perceived fit within engineering culture, sense of purpose for pursuing their degree, and resistance to the dominance of White male culture in engineering. Latinas described unique forms of gendered, racialized marginalization in engineering, whereas Latinas and Latinos highlighted prosocial motivations for completing their degree.
Conclusions Findings suggest that institutional cultures, norms, and missions are critical to broadening participation of Latinas, Latinos, and White women in engineering. Disrupting White male culture, leveraging Latiné students' cultural wealth, and counter‐framing traditional recruitment pitches for engineering appear to be key in these efforts.