Asghar, M., & Reeping, D., & Bucks, G. W., & Kastner, J., & Murphy, T. J., & Sorby, S. A. (2025, June), Analyzing Self-Reported Sense of Belonging, Engineering Identity, Intent to Persist, and Stress Levels Among First-Generation and Non-Traditional Students in a First-Year Engineering Program  Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--55437

\bibitem{asee_peer_55437}
  Asghar, M., \& Reeping, D., \& Bucks, G. W., \& Kastner, J., \& Murphy, T. J., \& Sorby, S. A. (2025, June), \emph{Analyzing Self-Reported Sense of Belonging, Engineering Identity, Intent to Persist, and Stress Levels Among First-Generation and Non-Traditional Students in a First-Year Engineering Program}
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  10.18260/1-2--55437

Muhammad Asghar, David Reeping, Gregory Warren Bucks, Jeff Kastner, Teri J Murphy, and Sheryl A. Sorby.  "Analyzing Self-Reported Sense of Belonging, Engineering Identity, Intent to Persist, and Stress Levels Among First-Generation and Non-Traditional Students in a First-Year Engineering Program".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/55437 Internet.  10 Sep, 2025

\bibitem{asee_peer_55437}
  Muhammad Asghar, David Reeping, Gregory Warren Bucks, Jeff Kastner, Teri J Murphy, and Sheryl A. Sorby.
  "Analyzing Self-Reported Sense of Belonging, Engineering Identity, Intent to Persist, and Stress Levels Among First-Generation and Non-Traditional Students in a First-Year Engineering Program".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55437 Internet.  10 Sep, 2025

@INPROCEEDINGS{asee_peer_55437
author = "Muhammad Asghar, David Reeping, Gregory Warren Bucks, Jeff Kastner, Teri J Murphy, and Sheryl A. Sorby"
title = "Analyzing Self-Reported Sense of Belonging, Engineering Identity, Intent to Persist, and Stress Levels Among First-Generation and Non-Traditional Students in a First-Year Engineering Program"
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55437}
number = {10.18260/1-2--55437}
}

TY  - CPAPER
AB  - In this research paper, we provide an analysis of self-reported variable such as sense of belonging, engineering identity, intent to persist, and stress levels among first-generation and non-traditional students in their first year of engineering education. In the context of prevailing stress culture in undergraduate engineering education, substantial efforts are made to improve the condition of these variables to support students’ wellbeing and academic success. Utilizing existing social and psychological frameworks, this research intends to support the success of such efforts, especially in the case of minoritized college students (first-generation and non-traditional engineering undergraduates). We offer a detailed understanding of how sense of belonging, engineering identity, intent to persist, and stress interact and impact students’ experiences. Quantitative cross-sectional data was collected from first year engineering students (n = 699) in a large Midwestern University in the U.S. through an online survey. The combined sample included 25% female, 49% first generation, and 23% non-traditional students. Independent samples t-tests revealed significant differences between first-generation and continuing-generation engineering students across all variables. First-generation college students reported significantly lower intent to persist (p = .00), engineering identity (p = .01), and higher stress levels (p = .02) compared to continuing-generation study participants. A one-way ANOVA revealed no significant differences based on the above variable among traditional, and non-traditional study participants. Findings from this study emphasize the need for targeted support for first-generation students. Overall, this research highlights the importance of tailored interventions including curricular changes to promote equity and success in engineering education. These findings can help guide strategies to create a more supportive environment that promotes the success and well-being of first year engineering students.
AU  - Muhammad Asghar
AU  - David Reeping
AU  - Gregory Warren Bucks
AU  - Jeff Kastner
AU  - Teri J Murphy
AU  - Sheryl A. Sorby
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Analyzing Self-Reported Sense of Belonging, Engineering Identity, Intent to Persist, and Stress Levels Among First-Generation and Non-Traditional Students in a First-Year Engineering Program
UR  - https://peer.asee.org/55437
DO  - 10.18260/1-2--55437
ER  -