An Autoethnographic Account of a Female Undergraduate Engineering Student

Kayla Kummerlen; Gretchen Dietz; Elliot Douglas

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: WIED: Partnering with and Supporting the WIED Community
Page Count: 12
DOI: 10.18260/1-2--40551
Permanent URL: https://peer.asee.org/40551
Download Count: 402

Paper Authors

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Kayla Kummerlen

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Kayla Kummerlen is a recent civil engineering graduate from the University of Florida.

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Gretchen Dietz University of Florida

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Gretchen Dietz is currently a Postdoc at the University of Florida that is transitioning to an Assistant Professor of Teaching at the University of North Carolina at Charlotte in Fall 2022. Her research interests include diversity, equity, justice, cultures of inclusion in engineering and engineering identity development for underrepresented engineers.

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Elliot Douglas University of Florida

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Abstract

An Autoethnographic Account of an Undergraduate Female Engineering Student

Kayla J. Kummerlen, Gretchen A. Dietz, Elliot P. Douglas

This paper explores the social, professional, and academic experiences of a female undergraduate engineer, [Author]. This paper builds off a WIP presented at the 2021 ASEE Conference, “[title removed for blind review]” (removed for blind review). We present findings from a four-year longitudinal study exploring the impacts of [Author]’s gendered undergraduate experiences on her engineering identity (Buse et al., 2013). Broadly, this study illuminates multiple aspects of a woman in engineering’s experiences as she navigates engineering environments; engineering culture is prevalent in many aspects of student’s lives, not just in lecture halls.

The work presented in this paper examines [Author]’s pivotal experiences during her undergraduate career including internship experiences at two different companies, engineering related extracurriculars, and how the relationships she made with her peers positively contributed to her experiences as an engineering student. There were two primary frameworks used to explore [Author]’s experiences. The first was Faulkner’s (2009b) concept of in/authenticity. The second framework utilized was Godwin & Lee’s (2017) engineering identity framework. The autoethnographic methodology used to analyze the data followed the steps outlined by Chang (2008).

According to Faulkner (2009a), the white male normative engineering culture traditionally makes navigating the engineering community easier for men than women. Conversely, [Author] had a strong female presence in both of her internships and undergraduate peer networks, making it easier for her to navigate engineering environments. [Author] experienced authenticity in both of her internship experiences, even though one internship was held remotely due to COVID-19. During both internships [Author] had female supervisors, and women were strongly present in both companies. In her internships she noted seeing lots of female engineers and leaders; [author] described, “My direct supervisor was female, as well as her boss, and her boss’s boss.” In courses and extracurriculars, she built relationships with other female students who helped her navigate the rigorous course work by providing moral support and academic help. [Author] noted that “If I did not know anyone, I cannot say for sure I would have stayed in this major. It is too difficult to do alone.” Building relationships with peers her age authenticated her place in engineering academic settings. The strong bonds with her female peers in academic settings and female mentors in professional settings all contributed to her authenticity within her engineering identity.

This work supports existing themes found in the literature, suggesting that positive internship experiences, strong mentorship, and supportive relationships impact the persistence of female engineering students (Hernandez, 2017; Miguel & Kim, 2015; Samuelson & Litzler, 2013; Trautvetter, 2019). This study explores how these themes all strengthen engineering identity and authenticity through a personal autoethnographic account. This work benefits industry, higher education, and female engineering students. Based off her positive experiences, engineering firms can learn ways to support emerging professionals in the workforce. Similar to Trautvetter‘s (2019) findings, we highlight how the presence of female students and faculty, and support for student organizations and activities create a supportive and positive environment in institutions of higher education. Additionally, female students who read this may be able to see themselves or their experiences reflected in this work and may feel more authentic in their field through this narrative.

References:

Reference removed for blind review

Buse, K., Bilimoria, D., & Perelli, S. (2013). Why they stay: Women persisting in US engineering careers. Career Development International, 18(2), 139–154. https://doi.org/10.1108/CDI-11-2012-0108

Chang, H. (2008). Autoethnography as Method. Left Coast Press.

Godwin, A., & Lee, W. (2017). A cross-sectional study of engineering Identity During Undergraduate Education. Paper presented at the ASEE Annual Conference. Columbus, Ohio. https://doi.org/10.18260/1-2--27460

Faulkner, W. (2009). Doing gender in engineering workplace cultures. II. Gender in/authenticity and the in/visibility paradox. Engineering Studies, 1(3), 169–189. https://doi.org/10.1080/19378620903225059

Faulkner, W. (2009b). Doing gender in engineering workplace cultures. II. Gender in/authenticity and the in/visibility paradox. Engineering Studies, 1(3), 169-189.

Hernandez PR, Bloodhart B, Barnes RT, Adams AS, Clinton SM, Pollack I, et al. (2017) Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students. PLoS ONE 12(11): e0187531. https://doi.org/10.1371/journal.pone.0187531

San Miguel, M., & Kim, M. M. Successful Latina scientists and engineers: Their lived mentoring experiences and career development. J. Career Dev. 42(2), pp. 133–148. https://doi.org/10.1177/0894845314542248

Samuelson, C., & Litzler, E. (2013, June), Seeing the Big Picture: The Role that Undergraduate Work Experiences Can Play in the Persistence of Female Engineering Undergraduates Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://doi.org/10.18260/1-2--22443

Trautvetter, L. C. (2019). Institutional Practices and Policies for Recruiting and Supporting Undergraduate Women in Engineering Across Four-Year Institutions. Wiley Periodicals, Inc., 179, 91–114. https://doi.org/10.1002/ir.20277

Citation
Format

Kummerlen, K., & Dietz, G., & Douglas, E. (2022, August), An Autoethnographic Account of a Female Undergraduate Engineering Student Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40551

TY - CPAPER
AB - An Autoethnographic Account of an Undergraduate Female Engineering Student

Kayla J. Kummerlen, Gretchen A. Dietz, Elliot P. Douglas

This paper explores the social, professional, and academic experiences of a female undergraduate engineer, [Author]. This paper builds off a WIP presented at the 2021 ASEE Conference, “[title removed for blind review]” (removed for blind review). We present findings from a four-year longitudinal study exploring the impacts of [Author]’s gendered undergraduate experiences on her engineering identity (Buse et al., 2013). Broadly, this study illuminates multiple aspects of a woman in engineering’s experiences as she navigates engineering environments; engineering culture is prevalent in many aspects of student’s lives, not just in lecture halls.

The work presented in this paper examines [Author]’s pivotal experiences during her undergraduate career including internship experiences at two different companies, engineering related extracurriculars, and how the relationships she made with her peers positively contributed to her experiences as an engineering student. There were two primary frameworks used to explore [Author]’s experiences. The first was Faulkner’s (2009b) concept of in/authenticity. The second framework utilized was Godwin & Lee’s (2017) engineering identity framework. The autoethnographic methodology used to analyze the data followed the steps outlined by Chang (2008).

According to Faulkner (2009a), the white male normative engineering culture traditionally makes navigating the engineering community easier for men than women. Conversely, [Author] had a strong female presence in both of her internships and undergraduate peer networks, making it easier for her to navigate engineering environments. [Author] experienced authenticity in both of her internship experiences, even though one internship was held remotely due to COVID-19. During both internships [Author] had female supervisors, and women were strongly present in both companies. In her internships she noted seeing lots of female engineers and leaders; [author] described, “My direct supervisor was female, as well as her boss, and her boss’s boss.” In courses and extracurriculars, she built relationships with other female students who helped her navigate the rigorous course work by providing moral support and academic help. [Author] noted that “If I did not know anyone, I cannot say for sure I would have stayed in this major. It is too difficult to do alone.” Building relationships with peers her age authenticated her place in engineering academic settings. The strong bonds with her female peers in academic settings and female mentors in professional settings all contributed to her authenticity within her engineering identity.

This work supports existing themes found in the literature, suggesting that positive internship experiences, strong mentorship, and supportive relationships impact the persistence of female engineering students (Hernandez, 2017; Miguel & Kim, 2015; Samuelson & Litzler, 2013; Trautvetter, 2019). This study explores how these themes all strengthen engineering identity and authenticity through a personal autoethnographic account. This work benefits industry, higher education, and female engineering students. Based off her positive experiences, engineering firms can learn ways to support emerging professionals in the workforce. Similar to Trautvetter‘s (2019) findings, we highlight how the presence of female students and faculty, and support for student organizations and activities create a supportive and positive environment in institutions of higher education. Additionally, female students who read this may be able to see themselves or their experiences reflected in this work and may feel more authentic in their field through this narrative.

References:

Reference removed for blind review

Buse, K., Bilimoria, D., & Perelli, S. (2013). Why they stay: Women persisting in US engineering careers. Career Development International, 18(2), 139–154. https://doi.org/10.1108/CDI-11-2012-0108

Chang, H. (2008). Autoethnography as Method. Left Coast Press.

Godwin, A., & Lee, W. (2017). A cross-sectional study of engineering Identity During Undergraduate Education. Paper presented at the ASEE Annual Conference. Columbus, Ohio. https://doi.org/10.18260/1-2--27460

Faulkner, W. (2009). Doing gender in engineering workplace cultures. II. Gender in/authenticity and the in/visibility paradox. Engineering Studies, 1(3), 169–189. https://doi.org/10.1080/19378620903225059

Faulkner, W. (2009b). Doing gender in engineering workplace cultures. II. Gender in/authenticity and the in/visibility paradox. Engineering Studies, 1(3), 169-189.

Hernandez PR, Bloodhart B, Barnes RT, Adams AS, Clinton SM, Pollack I, et al. (2017) Promoting professional identity, motivation, and persistence: Benefits of an informal mentoring program for female undergraduate students. PLoS ONE 12(11): e0187531. https://doi.org/10.1371/journal.pone.0187531

San Miguel, M., & Kim, M. M. Successful Latina scientists and engineers: Their lived mentoring experiences and career development. J. Career Dev. 42(2), pp. 133–148. https://doi.org/10.1177/0894845314542248

Samuelson, C., & Litzler, E. (2013, June), Seeing the Big Picture: The Role that Undergraduate Work Experiences Can Play in the Persistence of Female Engineering Undergraduates Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://doi.org/10.18260/1-2--22443

Trautvetter, L. C. (2019). Institutional Practices and Policies for Recruiting and Supporting Undergraduate Women in Engineering Across Four-Year Institutions. Wiley Periodicals, Inc., 179, 91–114. https://doi.org/10.1002/ir.20277
AU - Kayla Kummerlen
AU - Gretchen Dietz
AU - Elliot Douglas
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - An Autoethnographic Account of a Female Undergraduate Engineering Student
UR - https://peer.asee.org/40551
DO - 10.18260/1-2--40551
ER -