Becoming Role Models: The Influence of Professional Development on Undergraduate Students' and Early-Career Engineers' Identities

• In Event: Learning to Engage: Scientists, Engineers, Educators, and Youth in Learning Collaborations

Abstract

Jennifer is a junior in college studying aerospace engineering. In the fall of 2014, she attended a professional conference for the first time, and on the last day of the event she had an opportunity to serve as a role model for young girls interested in engineering careers. Jennifer began to see being a role model as an important aspect of work in engineering. She took the initiative to begin her outreach experience with girls by asking them what they did that morning that involved engineering. She assisted girls in understanding that even brushing your teeth involved the work of engineers.

The story of Jennifer is typical of novice role models who attended Techbridge’s role models matter training. Techbridge is an engineering design program serving girls in non-dominant communities. Role models have the potential to challenge stereotypes that young people may have regarding whom is “right” for STEM careers. Role models are often cited by women and underrepresented minorities who pursue STEM as influential in their educational and career decisions (Zeldin & Pajares, 2000). However, aspiring and established STEM professionals typically have little preparation for engaging with youth (Cheryan et al., 2011).

In their fifteen years implementing outreach programming for underserved girls in STEM, Techbridge has come to value the practice of introducing girls to role models in STEM careers. Techbridge acknowledges that role models have limited experience working with youth, and so they provide training. The training (now available online, in webinar format, and in face to face workshops) includes suggested agendas for outreach events that enhance career connections in STEM, along with strategies for interacting with youth.

We use Holland, Lachicotte, Skinner, and Cain’s (1998) concepts of identity and agency to illustrate the experiences of STEM professionals becoming role models. Identities are formed and re-formed through everyday practices, activities, and relationships, such as interactions with youth and colleagues. We explore the influence of Techbridge training on role models' STEM identities through over 30 interviews with organizers, trainers, and trained role models, and observations of training as well as participation in events with youth.
Initial findings suggest STEM students and early professionals initially felt discomfort taking on the title of role model because they were still building expertise in their fields. Reflection and support built into the training process helped participants’ to shift their view of themselves as engineers and their beliefs about the work of engineering to include being a role model. In practice, undergraduate students in STEM can be ideal role models, as they serve as near-peers for middle school and high school girls. High quality professional development may allow novices to take on role model identities, which in turn may strengthen their perceptions of themselves as capable STEM professionals. This study suggests the importance of attending to identity work in the professional development of outreach-engaged STEM professionals.

Authors

• Sarah Taylor Hug, University of Colorado - Boulder

• Heather L. Thiry, University of Colorado - Boulder

• Suzanne Eyerman, Fairhaven Research and Evaluation