2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal Study

Presented at Track 4: Technical Session 5: Insights and Updates on Identity Constructs Among Hispanic Engineering Students and Professionals: A Longitudinal Study

Expanding on the initial study conducted in 2022, this paper presents a continuation of research focused on the pathways and STEM identities of Hispanic students and professionals, with significant updates to two of the scales and identifying developments in 2023.

The two key changes to the scales include a revision involving the removal of a problematic item from 2022, informed by a low Cronbach alpha score. This item was replaced with the Satisfaction with Life Scale by Dr. Ed Diener, et al., resulting in improved reliability across all measures, surpassing the 0.7 threshold for Cronbach alpha values. Additionally, with the assistance of an external evaluator, the study strengthened its constructs, incorporating a cultural perspective and enhancing measurement tools.

The analysis was further refined by examining various group partitions and combinations, alongside comparisons with the 2022 results, allowing for a longitudinal analysis. New data from 2023 reveals insightful trends, such as disparities in life satisfaction among undergraduate students compared to professionals, particularly those in graduate school. Additionally, findings highlight the pervasive challenge of underrepresented status across all groups, with undergraduates facing heightened struggles in this regard. Comparisons with the 2022 data underscore notable shifts, including increased STEM identity scores among undergraduate students and a decrease in reported underrepresented status across all groups. This change is attributed to a refinement in the survey methodology, specifically the alteration of answer scales to mitigate potential bias.

By elucidating these updated findings, the paper contributes valuable insights into the evolving landscape of Hispanic individuals' experiences in STEM fields, offering crucial implications for tailored support and advocacy efforts.

Authors

Dr. Dayna Lee Martínez Society of Hispanic Professional Engineers, Inc. [biography]

Dayna is a Senior Director of Research & Impact at the Society of Hispanic Professional Engineers (SHPE), where she leads a team of professionals who specialize in data-driven design and implementation of programs and services to empower pre-college students, parents, graduate students, and faculty members in STEM fields, with a particular focus on advancing Hispanic representation and success. With over 15 years of experience in creating data collection tools, analysis methodologies, and effectively presenting results, she dedicates herself to promoting Hispanic excellence in STEM.

She joined SHPE's staff in 2021, after serving as a faculty member at Northeastern University and a post-doctoral fellow at the James A. Hailey Veterans Hospital and the HSyE Institute. Holding a PhD in Industrial Engineering from the University of South Florida and a certificate in Diversity, Equity, and Inclusion from Cornell University, Dayna is deeply passionate about increasing Hispanic representation and success in STEM. Leveraging her analytical skills and data-driven approach, she is committed to creating and evaluating impactful programs and services for the Hispanic STEM community.
Andrea D. Beattie Society of Hispanic Professional Engineers, Inc. [biography]

Andrea D. Beattie is a graduate from Texas A&M International University in Laredo, Texas, where she earned a Bachelor of Arts and Master of Arts in Political Science in 2011 and 2012, respectively. Currently she serves as Manager, Research and Impact at SHPE. In this role, she assists the organization with research, program evaluation, and data analytics.
Dr. Kimberly D Douglas P.E. Society of Hispanic Professional Engineers, Inc. [biography]

Over 25 years of experience as an engineering educator and administrator developing and funding programs for increasing the persistence and degree completion rates of STEM students. Particular expertise in creating mutually beneficial partnerships and pro

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on February 9, 2025, and to all visitors after the conference ends on February 11, 2025

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