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Relationships and Identity Influences on Engineering Doctoral Degree Completion Intentions.

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Title: Relationships and Identity Influences on Engineering Doctoral Degree Completion Intentions.
Authors: Bahnson, Matthew (AUTHOR), Satterfield, Derrick (AUTHOR), Kirn, Adam (AUTHOR), Hope, Elan C. (AUTHOR)
Source: Journal of Higher Education. 2025, Vol. 96 Issue 2, p306-332. 27p.
Subjects: Minorities, Engineering students, Identity (Psychology), Professional identity, Doctoral degree
Abstract: Doctoral engineering students leave doctoral programs without their intended degrees at high rates, with students from minoritized groups leaving at higher rates. In the current study, we modeled the associations between academic relationships, professional identity, and degree completion intentions (DCI). Positive academic relationships with research advisors and peers within doctoral degree programs can bolster persistence and professional identity development. Professional identity is proposed as a mediator of academic relationships on DCI. Participants were 913 doctoral engineering students from 113 universities across the United States. Using structural equation modeling, we found support for the proposed direct and indirect effects. A multigroup model was tested with six groups: underrepresented minority (URM) women, Asian women, white women, URM men, Asian men, and white men. The model fit remained strong. The model provides insights into ways engineering education systems may engage advisors and peers to support students as an avenue to increasing persistence to a degree. The findings highlight the importance of equitable systems, structures, and relationships that serve underrepresented students. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Relationships and Identity Influences on Engineering Doctoral Degree Completion Intentions.
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  Data: <searchLink fieldCode="AR" term="%22Bahnson%2C+Matthew%22">Bahnson, Matthew</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Satterfield%2C+Derrick%22">Satterfield, Derrick</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kirn%2C+Adam%22">Kirn, Adam</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hope%2C+Elan+C%2E%22">Hope, Elan C.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education%22">Journal of Higher Education</searchLink>. 2025, Vol. 96 Issue 2, p306-332. 27p.
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  Data: <searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+degree%22">Doctoral degree</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Doctoral engineering students leave doctoral programs without their intended degrees at high rates, with students from minoritized groups leaving at higher rates. In the current study, we modeled the associations between academic relationships, professional identity, and degree completion intentions (DCI). Positive academic relationships with research advisors and peers within doctoral degree programs can bolster persistence and professional identity development. Professional identity is proposed as a mediator of academic relationships on DCI. Participants were 913 doctoral engineering students from 113 universities across the United States. Using structural equation modeling, we found support for the proposed direct and indirect effects. A multigroup model was tested with six groups: underrepresented minority (URM) women, Asian women, white women, URM men, Asian men, and white men. The model fit remained strong. The model provides insights into ways engineering education systems may engage advisors and peers to support students as an avenue to increasing persistence to a degree. The findings highlight the importance of equitable systems, structures, and relationships that serve underrepresented students. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.1080/00221546.2024.2397311
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      – Code: eng
        Text: English
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        PageCount: 27
        StartPage: 306
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      – SubjectFull: Minorities
        Type: general
      – SubjectFull: Engineering students
        Type: general
      – SubjectFull: Identity (Psychology)
        Type: general
      – SubjectFull: Professional identity
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      – SubjectFull: Doctoral degree
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              Text: 2025
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