2024 ASEE Annual Conference & Exposition

This paper is a work in progress (WIP) for an NSF project that explores first-generation (FG) engineering technology students; specifically, their academic performance, engineering identity development, and use of social capital all compared to continuing generation (CG) peers. To date, no studies have explored engineering identity development for engineering technology students. Thus, this study will address a critical gap in research surrounding the experiences of first-generation engineering technology students within their academic journeys. Despite the growing number of engineering technology degrees awarded annually, there is a scarcity of research focusing on the acquisition of engineering identity, particularly among FG students.

Overall, this project will utilize a two phase, mixed methods approach. In the first phase, we will quantitatively assess academic performance comparisons between first generation and continuing generation engineering students and utilize the theoretical frameworks of engineering identity development (Godwin et al., 2016) and social capital (Martin et al., 2013) to explore their experiences. We aim to survey and conduct institutional data analysis with over 500 engineering technology students across the nation. In the second phase, we will delve into qualitative methodologies in order to gain a deeper understanding of the experiences of selected students. Quality assurance is ensured internally through use of the Q3 framework (Walther et al., 2013) as well as externally with mentorship for guidance and oversight. The goal of the project is to inform the design of a robust program to enhance support for engineering technology students as they progress in their programs, utilize their forms of capital, and develop an engineering identity. The data collected will also allow an understanding of their development as it relates to demographic information such as first-generation status, race, gender, age and more. Within this paper, we outline our project at its current state, in order to draw feedback and support from the engineering technology community.

References:
Godwin, A., Potvin, G., Hazari, Z., & Lock, R. (2016). Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice. Journal of Engineering Education, 105(2), 312–340. https://doi.org/10.1002/jee.20118

Martin, J. P., Simmons, D. R., & Yu, S. L. (2013). The Role of Social Capital in the Experiences of Hispanic Women Engineering Majors. Journal of Engineering Education, 102(2), 227–243. https://doi.org/10.1002/jee.20010

Walther, J., Sochacka, N. W., & Kellam, N. N. (2013). Quality in Interpretive Engineering Education Research: Reflections on an Example Study: Quality in Interpretive Engineering Education Research. Journal of Engineering Education, 102(4), 626–659. https://doi.org/10.1002/jee.20029