Student Engineers and Engineer Identity: Campus Engineer Identities as Figured World

Tonso, Karen L.

doi:10.1007/s11422-005-9009-2

Cited by 292 publications

(298 citation statements)

References 16 publications

Supporting

Mentioning

288

Contrasting

Unclassified

Order By: Relevance

“…In the present study, we draw from constructs of symbolic interactionism (Blumer 1969) to view events, participants' intentional actions, meaning-making reactions, and sequential social processes as templates for the data. In addition, constructs from identity theory (Carlone and Johnson 2007;Danielsson and Linder 2009;Gee 1999;Tonso 2006) provided a lens for designing the study and analyzing the data. Gee defined identity as becoming a member of shared social and cultural practices to become "the kind of person one is seeking to be and enact" (Gee 1999, p. 22).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs

Cabay¹,

Bernstein

Rivers

et al. 2018

Social Sciences

View full text Add to dashboard Cite

Women in doctoral programs in Science, Technology, Engineering and Math (STEM) leave without finishing at higher rates than men and, as with men, turn away from academic and research careers. This qualitative study examines the day-to-day influences on female doctoral students during their third or fourth year in physical science and engineering programs. Ethnographic cognitive interviewing and online incident reports document the specific experiences and reactions of 28 participants over a six-month period. The data were analyzed to identify key incidents, categories and recurring themes. Some incidents contributed to women's growing sense of competence, recognition and identification of oneself as a scientist. Others fit a model of microaggressions and gender barriers in a predominantly masculine culture. Problems of work-life balance were demonstrated for some women. Incidents generated responses by some participants that they would disengage from a research-intensive career trajectory toward alternate career interests outside of academic research. The findings provide information about the lived experiences of women in doctoral programs and suggest that the metaphor of career pathways may be more useful than pipelines in explaining the direction of women who are advanced doctoral students in research-intensive fields.Keywords: women; graduate students; science and engineering; STEM; gender inequity Gaps between men and women persist in the pursuit and outcomes of degrees in science, technology, engineering, and math (STEM) (Shauman 2017; Turk-Bicakci and Berger 2014). In the life and social sciences, women have closed the gap in undergraduate majors and admission to graduate programs and now exceed men in completion of doctoral programs (National Science Foundation 2017). Yet women are awarded fewer than 25% of the doctoral degrees in the physical sciences and engineering, and hold disproportionately fewer tenured faculty positions in STEM and far fewer positions of prestige and power (Bernstein 2011;Handelsman et al. 2005;Fox 2001; National Science Foundation 2017).The "leaky pipeline" metaphor commonly refers to the disproportionate exit of women from STEM at transitions from one educational or career level to another, the consequence of which is fewer and fewer women remaining in the "pool" for subsequent advancement in STEM ). The pipeline metaphor relies on a somewhat linear conception of careers with certain specified outcomes, such as moving from an undergraduate major in STEM, through PhD degrees and postdocs, to faculty positions, to tenure, and eventually to full rank in research universities. Previous research on why women leave STEM fields at a greater rate than their male counterparts has examined the motivation of women to pursue STEM undergraduate degrees (Beyer 2014;Griffith 2010;Grunert and Bobnerb 2011;London et al.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs

Cabay¹,

Bernstein

Rivers

et al. 2018

Social Sciences

View full text Add to dashboard Cite

show abstract

“…However, in reviewing the dozen or so studies she provides, few even spoke to the issue of inclusive curricula, let alone offered evidence. For example, a paper by Tonso says literally nothing about curricula [89]. Another by Anderson [90] shares Norlock's outlook but offers no empirical support.…”

Section: Stereotype Threat and Curriculum Inclusivitymentioning

confidence: 99%

Implicit Bias, Stereotype Threat, and Political Correctness in Philosophy

Hermanson

2017

Philosophies

View full text Add to dashboard Cite

This paper offers an unorthodox appraisal of empirical research bearing on the question of the low representation of women in philosophy. It contends that fashionable views in the profession concerning implicit bias and stereotype threat are weakly supported, that philosophers often fail to report the empirical work responsibly, and that the standards for evidence are set very low-so long as you take a certain viewpoint.

show abstract

“…"technical work" versus other aspects). The importance of school culture for the development of an engineering identity has also been found elsewhere 15 . Professional identity development has been another theme of research in recent years.…”

Section: Theoretical Framing Identitymentioning

confidence: 67%

Intersectionality of Non-normative Identities in the Cultures of Engineering

Kirn

Godwin

Benson

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University.Dr. Geoff Potvin, Florida International University Jacqueline Doyle, Florida International University Hank Boone, University of Nevada, RenoHank Boone is a Graduate Research Assistant and Masters Student at the University of Nevada, Reno. His research focuses on First Generation engineering college students' engineering identity, belongingness, and how they perceive their college experience.He is also on a National Science Foundation project looking at non-normative engineering students and how they may have differing paths to success. His education includes a B.S. in Mechanical Engineering from University of Nevada, Reno. Dina Verdin, Purdue UniversityDina Verdín is an Engineering Education graduate student at Purdue University. She completed her undergraduate degree in Industrial and Systems Engineering at San José State University. Her research interest focuses on the first-generation college student population, which includes changing the perspective of this population from a deficit base approach to an asset base approach.c American Society for Engineering Education, 2016 Intersectionality of Non-Normative Identities in the Cultures of Engineering (InIce)Introduction to the Project Traditionally, engineering culture has limited rather than fostered diversity in engineering. To address this persistent issue, we examine how diverse students identify with engineering and navigate the culture of engineering. We define diversity not by making a priori categorizations according to traditional demographic information (e.g., race, gender, sexual orientation, etc.), but instead by investigating the variation in students' attitudinal profiles on a host of affective measures. Using these measures, we develop an identification of large, "normative" groups of engineers as well as "non-normative" students who emerge as having distinct attitudinal profiles. This mixed methods study investigates the intersectionality of engineering students' personal identities to understand: How do non-normative groups in engineering form an engineering identity and navigate a culture dominated by limited diversity?The focus of this paper is on the first phase this project, in which students' identities, motivation, psychological traits, perceived supports and barriers to engineering, and other background information i...

show abstract

Student Engineers and Engineer Identity: Campus Engineer Identities as Figured World

Cited by 292 publications

References 16 publications

Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs

Chilly Climates, Balancing Acts, and Shifting Pathways: What Happens to Women in STEM Doctoral Programs

Implicit Bias, Stereotype Threat, and Political Correctness in Philosophy

Intersectionality of Non-normative Identities in the Cultures of Engineering

Contact Info

Product

Resources

About