2026 ASEE Annual Conference & Exposition

This paper presents the finalized quantitative findings from a National Science Foundation (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, few studies have specifically addressed engineering identity development among engineering technology students.

The project employed a two-phase mixed methods approach. The quantitative phase analyzed national survey data to evaluate differences in academic performance, engineering identity development, and social capital utilization between FG and CG engineering technology students. Guided by the theoretical frameworks of engineering identity development [1] and social capital [2], this research provides a comprehensive understanding of how students navigate their educational experiences and leverage available resources.

In this paper, we report the results from the national quantitative dataset, highlighting statistically significant trends related to first-generation status, race, gender, and age. Findings reveal key factors influencing engineering identity formation and social capital engagement among engineering technology students, informing future programmatic interventions to better support this population across higher education institutions.

[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.