Building Inclusive Engineering Identities: Implications for Changing Engineering Culture

• 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
• ISSN: 0304-3797; 1469-5898
• DOI: 10.1080/03043797.2017.1396287

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.