2025 ASEE Annual Conference & Exposition

This paper presents a work in progress (WIP) for an NSF project examining first-generation (FG) engineering technology (ET) students, focusing on their academic performance, development of engineering identity, and utilization of social capital in comparison to continuing generation (CG) peers. To date, there have been no studies specifically addressing engineering identity development among engineering technology students.

This project employs a two-phase mixed methods approach. It will evaluate the academic performance of FG versus CG engineering students while leveraging the theoretical frameworks of engineering identity development [1] and social capital [2] to explore their experiences. The project's aim is to inform the design of a comprehensive program that enhances support for engineering technology students as they navigate their educational journeys, utilize their resources, and cultivate their engineering identity. Additionally, the data collected will provide insights into their development in relation to demographic factors such as first-generation status, race, gender, and age.

In this paper, we outline our project and present preliminary findings from our study, which is currently in Phase 1 of quantitative data collection. We highlight data trends regarding engineering identity development and social capital utilization among first-generation and continuing generation engineering technology students.

[1] A. Godwin, “The development of a measure of engineering identity,” in 2016 ASEE annual conference & exposition, New Orleans, Louisiana, 2016.
[2] J. P. Martin, D. R. Simmons, and S. L. Yu, “The Role of Social Capital in the Experiences of Hispanic Women Engineering Majors,” J. Eng. Educ., vol. 102, no. 2, pp. 227–243, 2013, doi: 10.1002/jee.20010.