Implied identity: A conceptual framework for exploring engineering professional identity practices in higher education

Using Gamification and Mixed Reality Visualization to Improve Conceptual Understanding in ICT System Analysis and Design

“…Studies addressing this concern often distinguish between one's identity and expectations of being. Previous research have coined terms to differentiate normative and personal identity (Cobb, Gresalfi, & Hodge 2009), actual and designated (expected) identity (Sfard & Prusak, 2005), and intended and implied identity (Khosronejad, Reimann, & Markauskaite 2015). Cobb and colleagues (2009) have identified normative identity in the context of mathematics education, as "a doer of mathematics that is established in the classroom" and looked at personal identities that "individual students develop as they participate in class room activities" (p. 43).…”

“…According to the recent study of identity practices (Khosronejad et al 2015) such differences in perceived normative identities can be explained through the concept of implied identity-as the mediator between the social environment and people. The concept refers to interpretations of normative identities.…”

“…Implied identity is a theoretical approach (Khosronejad, Reimann, & Markauskaite 2015) to study professional identity practices. The framework looks at the individual's or a group's sense making of available resources through the concept of implied identity.…”

From Engineering Students to Student Engineers: Reflections, Identity, and Positioning in Co-curricular Activities

“…By looking at the reflexive positions [38] students took up, we understood how students perceive themselves in their internships, co-ops, and research activities in relation to their responsibilities, tasks they had done, and future career goals. Similar to previous studies [46,47], students constructed their identities through positioning, which was emphasized in this study. Our results revealed that students' engineering identities and professional identities were shaped by their technical work and research experiences as they engaged in a process of positioning.…”

“…The researchers suggested that some undergraduate women resisted traditional positions in mathematics by taking up an identity as mathematicians. In the engineering field, Khosronejad et al [46] used the concept of positioning to investigate how students develop an implied identity as engineers. In this study, we particularly apply positioning theory to understand how engineering undergraduates construct and develop their identities through positioning.…”