Yang, J., & Towles, J. D., & Sheppard, S., & Atwood, S. (2022, August), Internships’ Impact on Recognition for First-Generation and/or Low-Income Students  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40755

\bibitem{asee_peer_40755}
  Yang, J., \& Towles, J. D., \& Sheppard, S., \& Atwood, S. (2022, August), \emph{Internships’ Impact on Recognition for First-Generation and/or Low-Income Students}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40755

Jerry Yang, Joseph D Towles, Sheri Sheppard, and Sara Atwood.  "Internships’ Impact on Recognition for First-Generation and/or Low-Income Students".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40755 Internet.  11 Jul, 2024

\bibitem{asee_peer_40755}
  Jerry Yang, Joseph D Towles, Sheri Sheppard, and Sara Atwood.
  "Internships’ Impact on Recognition for First-Generation and/or Low-Income Students".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40755 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_40755
author = "Jerry Yang, Joseph D Towles, Sheri Sheppard, and Sara Atwood"
title = "Internships’ Impact on Recognition for First-Generation and/or Low-Income Students"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40755}
number = {10.18260/1-2--40755}
}

TY  - CPAPER
AB  - This qualitative research paper explores how internship experiences impact the recognition component of engineering professional identity for first-generation, low-income (FGLI) engineering students, drawing on the performance/competence, interest, and recognition (PCIR) framework. Technical experiences in internships are a crucial component of engineering internships, as they develop technical skill sets in real-world settings. However, the role of technical experiences in internships in developing recognition for FGLI students has not yet been explored. Ten FGLI students at a mid-size, private, highly-selective university in the United States participated in semi-structured interviews conducted through video-conferencing, of which six were selected for this paper due to their in-depth discussions on the technical aspects of their internships. After transcription, interview data were coded and analyzed using cluster matrix techniques that specifically targeted recognition-related codes. We found that participants who were assigned and supported in technical work felt recognized as an engineer by their colleagues and managers. The opposite was true when they were not assigned or supported in technical work. This work showcases that internships represent a highly contested locale in which recognition becomes the currency through which engineering professional identity could be cultivated or inhibited in FGLI students. 
AU  - Jerry Yang
AU  - Joseph D Towles
AU  - Sheri Sheppard
AU  - Sara Atwood
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Internships’ Impact on Recognition for First-Generation and/or Low-Income Students
UR  - https://peer.asee.org/40755
DO  - 10.18260/1-2--40755
ER  -