2026 ASEE Annual Conference & Exposition

Science, Engineering, and Research Identities in Graduate Engineering Education: A Latent Profile Analysis

Presented at GSD Session 3: Identity and Belonging

This paper (full paper, empirical research) examines the interplay of science, research, and engineering identities among graduate engineering students and how these combinations predict degree uncertainty and persistence. While engineering identity has been established as a critical factor for belonging and persistence in undergraduate education (Carlone & Johnson, 2007; Godwin et al., 2016), less is known about how graduate engineering identity (GEI) develops across the intersecting domains of science, research, and engineering. Prior work suggests that graduate study shifts the emphasis from applied coursework to independent research, potentially reshaping students’ identities in ways that affect confidence and continuation (Bahnson et al., 2018; Perkins et al., 2018). Using a national, stratified sample of doctoral engineering students (n = 1,173), this study employed latent profile analysis (LPA) to identify subgroups of students with distinct configurations of identification across the three domains, followed by chi-square and hierarchical regression analyses.

Six identity profiles were uncovered: Moderate GEI (49%), Dispersed GEI (20%), Strong GEI (17%), Primarily Scientist (7%), Primarily Engineer (3%), and Maximum GEI (3%). Disorganized GEI was marked by weak or inconsistent identification across all domains, while the mixed profiles (Primarily Scientist and Primarily Engineer) reflected uneven identification patterns that corresponded to disciplinary and international status differences. Chi-square analyses indicated significant variation in GEI profile membership by discipline, international status, and degree progress, but not by race or gender. Regression results demonstrated that, controlling for demographic variables, GEI profile significantly predicted degree uncertainty (Adj. R² = .13). Students in the Dispersed GEI profile reported higher uncertainty, while those with Strong, Primarily Scientist, or Maximum GEI reported less uncertainty relative to the Moderate GEI group.

Findings suggest that graduate engineering identity is heterogeneous and reflects the complex cultural and structural dynamics of graduate education. Students’ identification with science and research domains appears particularly protective against uncertainty, underscoring the need for programs to support coherent, cross-domain identity development throughout doctoral study.

Authors

Dr. Heather Perkins http://orcid.org/0000-0002-8757-0545 Purdue University Northwest [biography]

Heather Perkins holds a Ph.D. in Psychology from North Carolina State University and a B.S. in Psychology from the University of Cincinnati. Before joining Purdue University Northwest as an Assistant Professor in 2025, she served as a Visiting Assistant Professor at Indiana University Bloomington and a Postdoctoral Researcher in the School of Engineering Education at Purdue University West Lafayette. Heather's work examines how identity shapes motivation, confidence, and academic trajectories, particularly in graduate and underrepresented student populations.
Mr. Matthew Bahnson http://orcid.org/https://0000-0002-0134-0125 University of Cincinnati [biography]

Matthew Bahnson completed his Ph.D. in the Applied Social and Community Psychology program in at North Carolina State University. His previous training includes a B.A. in Psychology from the University of Northern Iowa and an M.A. in Social Sciences from the University of Chicago. Matthew’s research focuses on sociocultural inequality in engineering graduate education with the intention of increasing diversity, equity, inclusion, and justice in STEM graduate education. He is completed a postdoctoral appointment in engineering education with the Engineering Cognitive Research Laboratory with Dr. Catherin Berdanier at Pennsylvania State University. He recently worked as a Research Scientist at Purdue University with the STRIDE research group directed by Dr. Allison Godwin at Cornell University. Matthew is currently an Assistant Professor of Psychology at the University of Cincinnati.
Dr. Marissa A Tsugawa http://orcid.org/0000-0001-6009-8810 Truckee Meadows Community College [biography]

Marissa Tsugawa is an instructor at Truckee Meadows Community College who leverages mixed-methods research to explore neurodiversity and identity and motivation in engineering. They completed their Ph.D. in Engineering Education where they focused on motivation and identity for engineering graduate students.
Dr. Adam Kirn http://orcid.org/https://0000-0001-6344-5072 University of Nevada, Reno [biography]

Adam Kirn is an Associate Professor of Engineering Education at the University of Nevada, Reno.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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