Understanding Engineering Identity in K–12 Education: A Systematic Literature Review

• In Event: Exploring Professional Identity Formation

Abstract

Responding to the scarcity of engineers in the US workforce, several initiatives aim to improve engineering education in K-12 settings. However, the impact of these efforts on the development of engineering identity remains to be fully understood. Following the PRISMA process for systematic literature reviews, we searched for relevant studies in six databases. From an initial body of 1229 records, we identified 27 studies specifically addressing engineering identity in K-12. We followed a rigorous process to analyze the corpus regarding the theoretical foundations, interventions, and methodologies. Findings indicate that engineering identity is primarily influenced by situated identity theory. To foster growth in engineering identity, student-centered pedagogies are preferred, and long-term interventions are crucial.

Authors

• Andrea Ramirez-Salgado, University of Florida

• Zhen Xu, University of Tennessee

• Christine Wusylko, Kennesaw State University

• Brian Abramowitz, University of Florida

• Pasha Antonenko, University of Florida