2025 ASEE Annual Conference & Exposition

This research brief research paper investigates the relationship between implicit and explicit measures of engineering-research science identity in engineering doctoral students (EDS). Drawing on Social Identity Theory, this research addresses the question: To what extent do EDS' implicit engineering–research science identities correlate with their explicit identities?

Engineering identity has been established as a crucial factor in student persistence and success [1], [2]. However, most instruments in this field rely on explicit self-report measures[3], [4], [5], which may not capture the full complexity of identity formation and expression. Recent work in social psychology has highlighted the importance of implicit cognition in shaping behavior and decision-making [6]. Of particular relevance is the concept of implicit self-concept, which refers to automatically activated self-evaluations or self-associations that are outside an individual's conscious awareness or control [7]. In the context of engineering education, measuring implicit self-concept could reveal unconscious beliefs or associations that influence students' academic choices, persistence, and career aspirations.

This study employs both implicit and explicit measurement techniques to provide a more comprehensive assessment of EDS' professional identities. The research utilizes an Implicit Association Test (IAT) to obtain implicit identity measurements, incorporating two concept categories ("self" and "other") and two target categories, using words associated with engineering (e.g., "design") and research science (e.g., "hypothesis"). The IAT was built using Project Implicit's open-source IATgen and deployed alongside the explicit survey using the Qualtrics platform.

Explicit engineering identity is measured using the instrument developed by Perkins et al.[4], which examined the constructs of recognition, performance/competence, and interest across engineering, science, and researcher identities. In the analysis, science and researcher identities were considered together as a combined 'research science identity', because these identities converge when considered quantitatively [8]. By comparing these implicit and explicit measures, this study aims to uncover potential discrepancies between how EDS consciously perceive and report their professional identities and their unconscious associations.

The study uses a sample of convenience, drawn from EDS at a mid-sized private R1 institution. This research has implications for understanding the complex nature of engineering-research science identity development in doctoral programs. By providing a more nuanced view of identity, including both conscious and unconscious components, we may uncover additional nuances relating to engineering and research-science identity development.