Understanding Engineering Identity Experiences for Asian American Women in Higher Education

• In Event: Highlighting the Realities of Minoritized Individuals in STEM

Abstract

This qualitative, phenomenological research study utilized role identity theory as well as elements from Asian Critical Race Theory (Asian Crit) and intersectionality (Crenshaw, 1991) to explore how Asian American women (AAW) developed and maintained engineering identities. Racism and sexism complicated the way in which male peers viewed the role of their Asian American women peers in engineering. To combat these oppressions, students sought to redefine their role as an engineer. Students who were able to bring their whole selves (e.g. collaborative, women, feminine) to engineering settings, felt more like engineers. This study demonstrates the need for students to be able to bring their whole selves to engineering settings and highlights the importance of intersectionality on these engineering identity experiences.

Authors

• Maria L Espino, Iowa State University

• Sarah Rodriguez, Texas A&M University - Commerce

• Brian Le

• Katie K. Koo, University of Georgia