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Linking Engineering Students' Professional Identity Development to Diversity and Working Inclusively in Technical Courses

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Title: Linking Engineering Students' Professional Identity Development to Diversity and Working Inclusively in Technical Courses
Language: English
Authors: Casper, A. M. Aramati (ORCID 0000-0001-6557-4425), Atadero, Rebecca A., Hedayati-Mehdiabadi, Amir, Baker, Daniel W. (ORCID 0000-0003-3199-3992)
Source: Journal of Civil Engineering Education. Oct 2021 147(4).
Availability: American Society of Civil Engineers. 1801 Alexander Bell Drive, Reston, VA 20191. Tel: 800-548-2723; e-mail: ascelibrary@ascs.org; Web site: https://ascelibrary.org/journal/jceecd
Peer Reviewed: Y
Page Count: 13
Publication Date: 2021
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1726268
1725880
1726088
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Students, Engineering Education, Professional Identity, Technical Education, Diversity, Learning Activities, Student Attitudes
DOI: 10.1061/(ASCE)EI.2643-9115.0000052
ISSN: 2643-9107
2643-9115
Abstract: Despite growing efforts, diversity, equity, and inclusion initiatives have yet to address long-standing engineering participation disparities. Often, diversity and inclusion issues, along with other societal challenges, are perceived as unrelated to engineering. Conversely, engineering as currently practiced and taught is embedded in dominant culture norms that are frequently invisible to the majority of the students and faculty. One strategy to shift this erroneous "neutral" perspective is to integrate diversity and inclusion into engineering curricula. Using inclusive professional identities as a theoretical lens, we developed an activity that incorporates diversity and inclusion into the technical content of Engineering Mechanics: Statics. Using thematic analysis, we found that students' responses to prompts about their identities, engineering as a profession, and their perceived learning revealed two primary themes: teamwork and engineering/math-related skills/experiences. Although diversity and inclusion were included in responses, students did not connect diversity and inclusion to engineering as a profession. Therefore, students might need more support to make this connection. Although singular activities cannot explicitly overcome racism, sexism, or other deeply entrenched biases in our society, the activity type we describe might help students develop a more holistic perspective of engineering and understand the importance of addressing biases in their future engineering careers.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1357811
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Casper%2C+A%2E+M%2E+Aramati%22">Casper, A. M. Aramati</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6557-4425">0000-0001-6557-4425</externalLink>)<br /><searchLink fieldCode="AR" term="%22Atadero%2C+Rebecca+A%2E%22">Atadero, Rebecca A.</searchLink><br /><searchLink fieldCode="AR" term="%22Hedayati-Mehdiabadi%2C+Amir%22">Hedayati-Mehdiabadi, Amir</searchLink><br /><searchLink fieldCode="AR" term="%22Baker%2C+Daniel+W%2E%22">Baker, Daniel W.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3199-3992">0000-0003-3199-3992</externalLink>)
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  Data: American Society of Civil Engineers. 1801 Alexander Bell Drive, Reston, VA 20191. Tel: 800-548-2723; e-mail: ascelibrary@ascs.org; Web site: https://ascelibrary.org/journal/jceecd
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  Data: Despite growing efforts, diversity, equity, and inclusion initiatives have yet to address long-standing engineering participation disparities. Often, diversity and inclusion issues, along with other societal challenges, are perceived as unrelated to engineering. Conversely, engineering as currently practiced and taught is embedded in dominant culture norms that are frequently invisible to the majority of the students and faculty. One strategy to shift this erroneous "neutral" perspective is to integrate diversity and inclusion into engineering curricula. Using inclusive professional identities as a theoretical lens, we developed an activity that incorporates diversity and inclusion into the technical content of Engineering Mechanics: Statics. Using thematic analysis, we found that students' responses to prompts about their identities, engineering as a profession, and their perceived learning revealed two primary themes: teamwork and engineering/math-related skills/experiences. Although diversity and inclusion were included in responses, students did not connect diversity and inclusion to engineering as a profession. Therefore, students might need more support to make this connection. Although singular activities cannot explicitly overcome racism, sexism, or other deeply entrenched biases in our society, the activity type we describe might help students develop a more holistic perspective of engineering and understand the importance of addressing biases in their future engineering careers.
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