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Inequity in Graduate Engineering Identity: Disciplinary Differences and Opportunity Structures

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Title: Inequity in Graduate Engineering Identity: Disciplinary Differences and Opportunity Structures
Language: English
Authors: Bahnson, Matthew (ORCID 0000-0002-0134-0125), Perkins, Heather, Tsugawa, Marissa, Satterfield, Derrick, Parker, Mackenzie, Cass, Cheryl, Kirn, Adam (ORCID 0000-0001-6344-5072)
Source: Journal of Engineering Education. Oct 2021 110(4):949-976.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 28
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: EHR1535254
EHR1535453
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Equal Education, Engineering Education, School Holding Power, Intellectual Disciplines, Differences, Student Experience, Identification (Psychology), Doctoral Students, Hierarchical Linear Modeling, Disproportionate Representation, Females, Minority Group Students
DOI: 10.1002/jee.20427
ISSN: 1069-4730
Abstract: Background: The retention of traditionally underserved students remains a pressing problem across graduate engineering programs. Disciplinary differences in graduate engineering identity provide a lens to investigate students' experiences and can pinpoint potential opportunity structures that support or hinder progress based on social and personal identities. Purpose: This study investigates the impact of discipline, gender, race/ethnicity, advisor relationship, and years in a program on graduate engineering identity variability. Methods: Cross-sectional survey data from a national sample of doctoral engineering students were analyzed with multilevel modeling. Multilevel modeling measured the differences at the individual and discipline levels for graduate engineering identity and the domains of engineer, researcher, and scientist. Independent variables included were gender, advisor relationship score, race/ethnicity, and years in a program. Results: The engineer identity sub-construct of recognition significantly varied among engineering disciplines. Traditionally underserved students (i.e., Women and minoritized racial/ethnic groups) expressed lower engineering recognition levels, with this relationship varying based on discipline. Overall, our model explained 30% of the variation in engineering recognition among disciplines. Conclusions: The disciplinary variation in graduate engineering identity combined with the significance of gender and race/ethnicity indicates traditionally underserved students do not experience equivalent opportunity structures compared with their well-represented peers. Modifying traditional opportunity structures to serve students better may provide the needed changes to engage and retain traditionally underserved populations.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1311565
Database: ERIC
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  Data: Inequity in Graduate Engineering Identity: Disciplinary Differences and Opportunity Structures
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  Data: <searchLink fieldCode="AR" term="%22Bahnson%2C+Matthew%22">Bahnson, Matthew</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0134-0125">0000-0002-0134-0125</externalLink>)<br /><searchLink fieldCode="AR" term="%22Perkins%2C+Heather%22">Perkins, Heather</searchLink><br /><searchLink fieldCode="AR" term="%22Tsugawa%2C+Marissa%22">Tsugawa, Marissa</searchLink><br /><searchLink fieldCode="AR" term="%22Satterfield%2C+Derrick%22">Satterfield, Derrick</searchLink><br /><searchLink fieldCode="AR" term="%22Parker%2C+Mackenzie%22">Parker, Mackenzie</searchLink><br /><searchLink fieldCode="AR" term="%22Cass%2C+Cheryl%22">Cass, Cheryl</searchLink><br /><searchLink fieldCode="AR" term="%22Kirn%2C+Adam%22">Kirn, Adam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6344-5072">0000-0001-6344-5072</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Background: The retention of traditionally underserved students remains a pressing problem across graduate engineering programs. Disciplinary differences in graduate engineering identity provide a lens to investigate students' experiences and can pinpoint potential opportunity structures that support or hinder progress based on social and personal identities. Purpose: This study investigates the impact of discipline, gender, race/ethnicity, advisor relationship, and years in a program on graduate engineering identity variability. Methods: Cross-sectional survey data from a national sample of doctoral engineering students were analyzed with multilevel modeling. Multilevel modeling measured the differences at the individual and discipline levels for graduate engineering identity and the domains of engineer, researcher, and scientist. Independent variables included were gender, advisor relationship score, race/ethnicity, and years in a program. Results: The engineer identity sub-construct of recognition significantly varied among engineering disciplines. Traditionally underserved students (i.e., Women and minoritized racial/ethnic groups) expressed lower engineering recognition levels, with this relationship varying based on discipline. Overall, our model explained 30% of the variation in engineering recognition among disciplines. Conclusions: The disciplinary variation in graduate engineering identity combined with the significance of gender and race/ethnicity indicates traditionally underserved students do not experience equivalent opportunity structures compared with their well-represented peers. Modifying traditional opportunity structures to serve students better may provide the needed changes to engage and retain traditionally underserved populations.
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      – SubjectFull: Equal Education
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      – SubjectFull: School Holding Power
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