2023 ASEE Annual Conference & Exposition

Work in Progress: A Trio-Ethnography on Professional Identity Development of Internationally-Trained Minoritized Women Early-Career Researchers in Canada

Presented at Work-in-Progress Session: Understanding Issues Faced by Graduate Students and Faculty

Work in Progress (WIP): The experiences of internationally trained minoritized academic researchers in engineering and education tend to deviate from the dominant developmental model of the doctoral program and faculty preparation. Our research extended the use of duoethnography methods to trio-ethnography and adapted Carlson and team’s conceptual model of professional identity development [1] to investigate how internationally trained minoritized women early career researchers (ECR) build their professional identity construction throughout their doctoral study. Our preliminary findings highlighted three themes namely 1) Perception of Professional Identity, 2) Intersection of Race and Gender, and 3) Learning and Research Communities. The research findings provide approaches for mentoring international minoritized graduate students while improving developmental outcomes for historically racialized groups and other women in similar positions. Our study will contribute to the literature on the professional identity development of international minoritized learners in engineering and education.

Authors

Anuli Ndubuisi http://orcid.org/https://0000-0002-0325-1556 University of Toronto, Canada [biography]

Anuli Ndubuisi is a researcher with the International Virtual Engineering Student Teams (InVEST) project at the Institute for Studies in Transdisciplinary Engineering and Practice (ISTEP) and the Encore Lab at the Ontario Institute for Studies in Education (OISE). She is also an educator with the Engineering Science Division at University of Toronto. Anuli has a combined 18 years of experience in the engineering profession, education, and research. She is presently a doctoral candidate in Curriculum and Pedagogy with a Collaborative Specialization in Engineering Education at University of Toronto. Her research interests include professional identity development, inclusivity, complex collaborations, global engineering education, global competence, international online collaborative learning, and learning communities.
Dr. Glory Ovie http://orcid.org/0000-0001-8754-7778 The King's University Edmonton, Canada [biography]

Dr. Glory Ovie is an assistant professor in the Faculty of Education at the King’s University Edmonton. She holds a PhD in Educational Research from the University of Calgary and a master’s from the State University of New York. Glory is a recipient of several grants and awards and a co-recipient of the Bell Let’s Talk Mental Health grant. She recently created a course for undergraduate preservice teachers on crisis response in K-12 schools – the first of its kind in preparing preservice teachers for crisis management in the Canadian K-12 landscape. Her background and interests are in equity, diversity and inclusion, mental health and wellness, crisis management in postsecondary and K-12 institutions. She has worked as a visiting professor at the Universidad Nacional, Costa Rica and has presented at national and international conferences. Additionally, Glory has publications in several academic journals.
Zian (Kelly) Zhang http://orcid.org/https://0000-0001-5234-7389 University of Toronto, Canada [biography]

Zian (Kelly) Zhang is a Full-time PhD student in curriculum and pedagogy program at OISE and first OISE student as classical voice musician at the Faculty of Music. Her research focuses on governance, curriculum policy and leadership. Currently, she is the Graduate Research Assistant of SSHRC Creating equitable structures in early secondary school mathematics project and researcher at Encore Lab. She is Co-President at the Canadian Committee of Graduate Students in Education of the Canadian Society for the Study of Education. She serves as President at CTL Students’ Association and Graduate Student Member at OISE Council & Research Committee.

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