2025 ASEE Annual Conference & Exposition

Analyzing Self-Reported Sense of Belonging, Engineering Identity, Intent to Persist, and Stress Levels Among First-Generation and Non-Traditional Students in a First-Year Engineering Program

Presented at ERM: Examining Identity

In this research paper, we provide an analysis of self-reported variable such as sense of belonging, engineering identity, intent to persist, and stress levels among first-generation and non-traditional students in their first year of engineering education. In the context of prevailing stress culture in undergraduate engineering education, substantial efforts are made to improve the condition of these variables to support students’ wellbeing and academic success. Utilizing existing social and psychological frameworks, this research intends to support the success of such efforts, especially in the case of minoritized college students (first-generation and non-traditional engineering undergraduates). We offer a detailed understanding of how sense of belonging, engineering identity, intent to persist, and stress interact and impact students’ experiences. Quantitative cross-sectional data was collected from first year engineering students (n = 699) in a large Midwestern University in the U.S. through an online survey. The combined sample included 25% female, 49% first generation, and 23% non-traditional students. Independent samples t-tests revealed significant differences between first-generation and continuing-generation engineering students across all variables. First-generation college students reported significantly lower intent to persist (p = .00), engineering identity (p = .01), and higher stress levels (p = .02) compared to continuing-generation study participants. A one-way ANOVA revealed no significant differences based on the above variable among traditional, and non-traditional study participants. Findings from this study emphasize the need for targeted support for first-generation students. Overall, this research highlights the importance of tailored interventions including curricular changes to promote equity and success in engineering education. These findings can help guide strategies to create a more supportive environment that promotes the success and well-being of first year engineering students.

Authors

Dr. Muhammad Asghar http://orcid.org/https://0000-0002-2811-9172 University of Cincinnati [biography]

Muhammad Asghar is an Assistant Professor in the Department of Engineering and Computing Education at University of Cincinnati (UC). Before coming to UC, he earned a Ph.D. in Engineering Education, a master's degree in clinical psychology, a master's degree in educational psychology, and a bachelor's degree in computer information systems engineering. Muhammad’s research interests currently focus on students' mental health and well-being in engineering education. He is actively involved in research related to the use of Physiology Measurement Instruments to understand the behavior of engineering undergraduates.
Dr. David Reeping http://orcid.org/0000-0002-0803-7532 University of Cincinnati [biography]

Dr. David Reeping is an Assistant Professor in the Department of Engineering and Computing Education at the University of Cincinnati. He earned his Ph.D. in Engineering Education from Virginia Tech and was a National Science Foundation Graduate Research Fellow. He received his B.S. in Engineering Education with a Mathematics minor from Ohio Northern University. His main research interests include transfer student information asymmetries, threshold concepts, curricular complexity, and advancing quantitative and fully integrated mixed methods.
Dr. Gregory Warren Bucks http://orcid.org/https://0000-0002-0986-7941 University of Cincinnati [biography]

Gregory Bucks joined the Department of Engineering Education at the University of Cincinnati in 2012. He received his BSEE from the Pennsylvania State University in 2004, his MSECE from Purdue University in 2006, and his PhD in Engineering Education in 2010, also from Purdue University. His research interests lie in first-year pedagogy and program assessment as well as conceptual understanding of fundamental computing concepts.
Dr. Jeff Kastner University of Cincinnati [biography]

Dr. Jeff Kastner is an Assistant Professor Educator in the Department of Engineering Education at the University of Cincinnati. His primary responsibility is to teach freshmen engineering classes which focus on hands-on experiments, basic computer progra
Prof. Teri J Murphy http://orcid.org/0000-0003-0995-2529 University of Cincinnati [biography]

Dr. Murphy is a professor in the Department of Engineering & Computing Education at the University of Cincinnati.
Dr. Sheryl A. Sorby University of Cincinnati [biography]

Dr. Sheryl Sorby is currently a Professor of STEM Education at the University of Cincinnati and was recently a Fulbright Scholar at the Dublin Institute of Technology in Dublin, Ireland. She is a professor emerita of Mechanical Engineering-Engineering Mec

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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