Inclusion or Exclusion? The Impact of the Intersection of Team Culture and Student Identity and Pathway on Team Diversity

Trytten, Deborah A.; Pan, Rui; Foor, Cindy E.; Shehab, Randa L.; Walden, Susan E.

doi:10.18260/p.24273

Cited by 16 publications

(24 citation statements)

References 18 publications

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“…Due to the effects of homophily and transitivity (explained earlier), both team membership and leadership were limited to a cadre of students with high social capital. 19,20 The survey results presented here reflect the same homogenizing influences.…”

Section: Discussionsupporting

confidence: 64%

“…Our earlier work described the barriers met and experiences of female team members and females who attempted to join teams. 17,19 These papers found that women who are able to persist on teams had strong social-networks with male allies who were established team members. Those with little to no social capital within the team, regardless of their ability to contribute relevant skills, did not persist.…”

Section: Discussionmentioning

confidence: 99%

“…Characteristics of these exclusive cultures include extreme time commitment requirements for team obligations, stereotyped gender roles, and the presence of homophily (birds of a feather flock together) and transitivity (a friend of a friend is a friend) effects. [17][18][19][20] Each one of these characteristics has a direct impact on a group that is underrepresented in engineering. For example, extreme time commitments make it virtually impossible for a student from low socio-economic status to participate since these students typically work long hours for survival.…”

Section: Literature Reviewmentioning

confidence: 99%

“…While respondents cite loss of interest as one of the top three reasons why new members leave the team (53%, n=56), it seems that they fail to recognize the critical role that active recruiting and formal integration strategies may have in mitigating loss of interest. 19,20 Given that ECT have fairly insular cultures and membership, the belief that open recruiting and passive welcoming strategies are sufficient limits the inclusion of members from more diverse populations.…”

Section: Entry Barriersmentioning

confidence: 99%

“…Structural obstacles derive from ineffective team processes for enabling new members to contribute meaningfully to the team. 19 Personal sacrifices result from implicit or explicit team expectations far beyond those of a typical student organization and are required for full inclusion into team culture. Personal sacrifices can exceed the ability of team member to find a balance with other life elements (such as academics, work, and a personal life) and lead to attrition from the team.…”

Section: Persistence Barriersmentioning

confidence: 99%

See 4 more Smart Citations

Barriers to Broadening Participation in Engineering Competition Teams

Pan¹,

Shehab²,

Trytten³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Section: Discussionsupporting

confidence: 64%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Entry Barriersmentioning

confidence: 99%

Section: Persistence Barriersmentioning

confidence: 99%

See 3 more Smart Citations

Barriers to Broadening Participation in Engineering Competition Teams

Pan¹,

Shehab²,

Trytten³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

Analysis of teamwork skill development in a flipped civil engineering course

Karabulut‐Ilgu,

Madson,

Miner

et al. 2023

Comp Applic In Engineering

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As an innovative pedagogy, flipped classroom approach enables instructors to move direct instruction out of class and convert class time to a dynamic learning environment where students engage in teamwork, problem‐solving, and other interactive activities. Previous research has concluded that, when implemented well, flipped learning has the potential not only to increase learning gain but also to improve students’ professional skills such as teamwork, communication, and life‐long learning, which are deemed to be critical in engineering education and practice. This study aimed to examine the development of teamwork skills in a flipped civil engineering course. A sequential mixed‐method approach was adopted to understand students’ attitude toward teamwork, confidence in teamwork, and teamwork skill development. Quantitative data included pre‐ and postcourse surveys and peer evaluation (PE) and self‐evaluation (SE) while qualitative data included focus group interviews. Results indicated that students’ attitudes toward teamwork slightly improved, but it was not statistically significant. Confidence in teamwork, however, significantly improved after being engaged in a semester‐long team project. Teamwork skill development was assessed through four PE and SE conducted after each major project milestone. Findings are discussed and implications for classroom implementations and future research are presented.

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The influence of engineering competition team participation on students' leadership identity development

Wolfinbarger

Shehab

Trytten

et al. 2021

J of Engineering Edu

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Background: Engineering competition teams (ECTs) allow college students to learn about and practice leadership within a technical domain, yet we know little about the mechanisms by which leadership development occurs within these teams. This paper explores how ECT participation contributes to students' leadership identity development (LID). Purpose: This paper addresses the following research questions: RQ1: How does the ECT experience contribute to students' relational LID? RQ2: What other factors influence ECT participants' LID? RQ3: Does the ECT experience provide opportunities for LID that are different from those provided by other experiences? Design: This paper reports the second phase of a mixed-methods study. ECT members participated in individual semistructured interviews. Transcripts were analyzed via an interpretivist approach using deductive and constant comparative methods. The analysis employed the LID model as the primary theoretical construct. Results: ECTs contributed to most participants' LID. Factors affecting the extent of development included project complexity, team practices related to the claiming and granting of a leadership identity, positional leadership experience, involvement with other organizations, and preconceptions of leadership. Compared with other experiences, ECTs placed more emphasis on leadership based in expertise. Technical competence was considered a key attribute of ECT leaders. Conclusions: ECTs enhanced the LID of most participants, helping them understand leadership as a relational process. The LID model offers promise for designing engineering leadership development programs.

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Inclusion or Exclusion? The Impact of the Intersection of Team Culture and Student Identity and Pathway on Team Diversity

Cited by 16 publications

References 18 publications

Barriers to Broadening Participation in Engineering Competition Teams

Barriers to Broadening Participation in Engineering Competition Teams

Analysis of teamwork skill development in a flipped civil engineering course

The influence of engineering competition team participation on students' leadership identity development

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