2026 ASEE Annual Conference & Exposition

This empirical work-in-progress paper presents the design of a mixed-methods study examining how rural identity shapes engineering students’ sense of belonging at large research universities. The study aims to advance national priorities around the professional formation of engineers by exploring pathways into and through engineering for students with diverse backgrounds, interests, and experiences. Meeting evolving workforce needs requires not only more engineers but professionals whose perspectives reflect a spectrum of experiences, including those shaped by rural communities. However, fostering environments where students can thrive requires more than simply providing access—it also requires a sense of belonging. For many, feeling connected is essential to staying engaged and persisting in their studies. When that connection is lacking, the risk of leaving the field increases, limiting opportunity and reducing the breadth of ideas that drive innovation.
Despite growing recognition of the importance of belonging, little research has examined how rural engineering students experience belonging at large research universities – a gap this work will address. The study will address three research questions: (1) What factors influence a student's self-identification as rural and how strongly do they identify with their rural background or experiences? (2) In what ways does this identification shape their college experience, environment, and sense of belonging? (3) How can institutions better support students in strengthening their sense of belonging earlier in their college journey? A mixed-methods approach will begin with a quantitative survey available to all students. All students will be included and participants will indicate whether they consider themselves to have rural backgrounds or experiences, and those who self-identify as rural will be included in the analysis. Allowing students to define rurality in their own terms will yield nuanced insights into how rural identity relates to their experiences. Survey findings will guide the selection of participants for follow-up semi-structured interviews to gather in-depth qualitative data. Analysis will draw on social identity theory, ecological systems theory, and belongingness theory to build a multidimensional understanding of these factors.
As a work-in-progress, this paper presents the study’s conceptual framing, research design, and survey development process. The discussion will highlight how these design choices aim to capture the complexity of rural identity and inform future data collection and analysis. Anticipated outcomes include validated survey measures and refined protocols to guide subsequent phases. Ultimately, expected outcomes of this research include evidence-based strategies and tools to help institutions create supportive environments, identify students at risk of disengagement, and implement targeted interventions. More broadly, this work will inform and support efforts to expand opportunities for aspiring engineers by deepening understanding of how identity influences pathways into and through engineering education.