Building Inclusive Engineering Identities: Implications for Changing Engineering Culture

Ongoing efforts to broaden the participation of women and people of colour in engineering degree programmes and careers have had limited success. This paper describes a different approach to broadening participation that seeks to work with all students and develop inclusive engineering identities. R...

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Bibliographic Details
Published in:European journal of engineering education 2018-05, Vol.43 (3), p.378-398
Main Authors: Atadero, Rebecca A, Paguyo, Christina H, Rambo-Hernandez, Karen E, Henderson, Heather L
Format: Article
Language:English
Subjects:
Civil Engineering
College Freshmen
Comparative Analysis
Curricula
Disproportionate Representation
Engineering
Engineering Education
Environmental Education
Gender Differences
Hierarchical Linear Modeling
Inclusion
Intervention
Introductory Courses
Minority Group Students
Mixed Methods Research
Professional Identity
Science Interests
STEM Education
Student Diversity
Student Interests
Student Surveys
Students
Teachers
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Summary:Ongoing efforts to broaden the participation of women and people of colour in engineering degree programmes and careers have had limited success. This paper describes a different approach to broadening participation that seeks to work with all students and develop inclusive engineering identities. Researchers worked with the instructors of two first-year engineering courses to integrate curriculum activities designed to promote the formation of engineering identities and build an appreciation for how diversity and inclusion strengthen engineering practice. Multilevel modelling results indicated positive effects of the intervention on appreciation for diversity but no effects on engineering identity, and qualitative results indicated students learned the most about diversity not through one of the intervention activities, but through team projects in the courses. We also describe lessons learned in how to teach engineering students about diversity in ways that are relevant to engineering.
ISSN:0304-3797
1469-5898
DOI:10.1080/03043797.2017.1396287