2024 ASEE Annual Conference & Exposition

Reducing the gender gap in educational outcomes requires better recognizing the systemic barriers that exist in higher education. Individual, group, institutional, and societal facets play an essential role in maintaining the gap in women's college attainment, particularly in engineering. According to [1], young women have similar abilities in mathematics and sciences but differ in their confidence, interest, and belongingness to science-related fields, compared to young men. In this study, self-confidence refers to the belief in one’s ability to accomplish tasks, have the right to be in engineering, and believe that success can be achieved.

Women in this study were Latina student participants in the Research-Oriented Learning Experiences (ROLE) program in engineering at New Mexico State University (NMSU). ROLE “supports engineering undergraduate students in developing research skills needed in technical fields; interpersonal skills needed to be successful employees; and academic and professional skills that are transferable in their decisions to enter graduate studies or the professional world” [2]. The purpose of this study was to gain insight into the aspects that played a pivotal role in improving the confidence and efficacy of Latina students in engineering after participation in ROLE at NMSU. The central research question driving this study was: How did the ROLE program contribute to strengthening the self-confidence of Latina participants as engineering students?

This is a qualitative case study that used interviews as the data collection method. Women participants pursuing engineering reflected on the importance of participating in ROLE to help them reinforce their’ self-confidence as students interested in engineering.

The Multilevel intersectionality framework guided this study [3]. In the ’90s, an author [4,5] coined the intersectionality concept highlighting the multiple forms of oppression individuals could face based on their identities. Author in [3] argued the need to consider distinct aspects including 1) individual socially constructed identities at a micro-level, 2) external factors such as influence, contexts, and relationships (e,g., intersubjective and experiential), and 3) even historical events. In this study, we concentrate on identities self-reported by student participants, specifically Latinas, women, and engineering students. Despite being categorized under a specific unit, each identity might be explained through different/multiple lenses and perspectives.

Findings revealed the contribution of ROLE in facilitating a positive change in Latina participants. The changes perceived had to do with their 1) increased confidence about being involved in research and being able to get something out of it, 2) discoveries about learning in a research environment, in which they became aware of their weaknesses but also of their strengths and motivation to stay involved in research-related activities, and 3) the influence of mentors in the learning process and as role models highlighting trust and honesty components in the relationship. Overall, students' immersion in research through ROLE has influenced their decisions about staying or switching majors and increased the possibility of furthering their education with graduate school.

This research was supported by the National Science Foundation through the Broadening Participation in Engineering (BPE) Program.