How Legitimate Peripheral Participation in Engineering During College Affects Professional Identity

• In Event: 31.046 - Professional Identity Formation

Abstract

Development of professional identity is a core aspect of education and training in the professions, especially in the field of engineering where the majority of graduates remain unsure about entering engineering as a profession. Informed by the communities of practice model, this study tested whether college experiences that provide authentic engagement with engineering practice relate to growth in engineering identity. Faculty-student interactions mattered most, especially for underrepresented racial/ethnic minority students, though precollege academic experiences also made a difference. These results offer implications for national efforts to diversify the engineering workforce, especially with regard to faculty preparation to engage in cross-racial mentoring relationships.

Authors

• Bryce Edward Hughes, Montana State University

• William J. Schell, Montana State University

• Brett Tallman, Montana State University