BackgroundStudents' recognition beliefs have emerged as one of the most important components of engineering role identity development for early‐career undergraduate students. Recognition beliefs are students' perceptions of how meaningful others, such as peers, instructors, and family, see them as engineers. However, little work has investigated the experiences that facilitate recognition beliefs, particularly across the intersections of race, ethnicity, and gender. Investigation of these experiences provides ways to understand how recognition may be supported in engineering environments and how White and masculine norms in engineering can shape marginalized students' experiences.PurposeWe examined how specific experiences theorized to promote recognition are related to recognition beliefs for students at the intersections of race, ethnicity, and gender. Based on self‐reported demographics, we created 10 groups, including Asian, Black, Latino and Hispanic, Indigenous, and White cisgender men and Asian, Black, Latinè/x/a/o and Hispanic, Indigenous, and White ciswomen, trans, and non‐binary individuals. This article describes the patterns within each intersectional group rather than drawing comparisons across the groups, which can perpetuate raced and gendered stereotypes.MethodsThe data came from a survey distributed in Fall 2017 (n = 2316). Ten multiple regression models were used to understand the recognition experiences that influenced students' recognition beliefs by intersectional group.ResultsThere is no one‐size‐fits‐all approach to developing students' recognition beliefs. For example, family members referring to the student as an engineer are positively related to recognition beliefs for Asian, Black, Latino and Hispanic, and White cisgender men. Friends seeing Asian and White marginalized gender students as an engineer is predictive of recognition beliefs. Other recognition experiences, such as receiving compliments from an engineering instructor or peer about their engineering design and contributions to the team, do not influence the recognition beliefs of these early‐career engineering students.ConclusionThis article emphasizes the need to draw on multiple experiences to support the equitable development of early‐career engineers across race, ethnicity, and gender, and reveals patterns for recognition that may support future scholarship on effective classroom practices for recognition.
