Investigating inclusive professional engineering identity developmental patterns of first-year engineering majors: A person-centered approach

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Engineering Education Pub Date : 2023-12-12 DOI:10.1002/jee.20567
Mary Elizabeth Lockhart, Karen Rambo-Hernandez, Rebecca Atadero
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Abstract

Background

The lack of diversity within engineering degree programs and occupations has been an ongoing concern for decades. National engineering programs have placed a high priority on broadening participation in engineering and making the engineering culture more inclusive. Specifically, the cultivation of engineering students' inclusive professional engineering identities (IPEIs)—or the value these individuals place on diversity and their willingness to act inclusively within engineering contexts—might be one way to address this long-standing lack of representation.

Purpose

Rooted in theoretical contexts regarding professional identity development, the purpose of this study is to uncover developmental patterns of first-year engineering students' IPEIs and factors that influence IPEI cultivation.

Methods

This study built upon the previous variable-centered research findings regarding IPEI development. Specifically, the person-centered approach of random intercept latent transition analysis (RI-LTA) was utilized. RI-LTA allows for the detection of different meaningful groups of individuals demonstrating similarities on the construct and investigating these groups for probabilistic changes over time.

Results

Four IPEI groups of students emerged with IPEI developmental patterns that were not always stable. Student IPEI classifications differed significantly across gender and students' levels of engineering identity. Furthermore, a series of intervention experiences instigated an even more malleable nature to student IPEIs.

Conclusions

Engineering students' IPEIs demonstrate some likelihood to change over time, with intervention experiences enhancing the likelihoods for changes to occur. Continuing to investigate factors influencing the positive cultivation of students' IPEIs is fundamental to broadening participation in engineering and making the engineering culture more inclusive.

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调查工程学专业一年级学生的包容性专业工程认同发展模式:以人为本的方法
几十年来,工程学学位课程和职业缺乏多样性一直是一个令人担忧的问题。国家工程学计划高度重视扩大工程学的参与度,使工程学文化更具包容性。具体来说,培养工科学生的包容性专业工程身份(IPEIs)--或者说这些人对多样性的重视以及他们在工程环境中采取包容性行动的意愿--可能是解决这一长期缺乏代表性问题的方法之一。本研究植根于专业身份发展的理论背景,旨在揭示一年级工科学生的IPEIs发展模式以及影响IPEIs培养的因素。具体而言,本研究采用了以人为中心的随机截距潜转分析(RI-LTA)方法。随机截距潜移默化分析(RI-LTA)可检测出在构建上表现出相似性的不同有意义的个体群体,并调查这些群体随着时间推移的概率变化。学生的 IPEI 分类在不同性别和学生的工程学认同水平上存在显著差异。此外,一系列的干预经历使学生的 IPEI 更具可塑性。工科学生的 IPEI 有可能随着时间的推移而发生变化,而干预经历增加了发生变化的可能性。继续研究影响学生 IPEI 积极培养的因素,对于扩大工程学的参与和使工程学文化更具包 容性至关重要。
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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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