Conference Session

Track: Special Topic - Identity Technical Session 12

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Cara Margherio, University of Washington; Coleen Carrigan, California Polytechnic State University, San Luis Obispo; Joyce Yen, University of Washington; Marie Claire Horner-Devine; Eve A. Riskin, University of Washington; Julie Ivy, North Carolina State University; Christine S. Grant, North Carolina State University

Tagged Topics

Diversity, Special Topic: Identity

that their experience at LATTICE thus far will help them be better mentors and senior faculty members.• The Mentoring Circles help build community, provide needed support, and allow participants to hold themselves accountable. Participants view the Mentoring Circles as a valuable source of strategies to address career issues they are facing.• Within several months of participation, participants perceive that the LATTICE program is having a positive impact on their self-confidence and ability to pro- actively engage in career-building behaviors, such as asking for resources, seeking advice, and starting collaborations. Participants self-reported significant improvements in both self-efficacy and networking activity

Conference Session

Track : Special Topic - Identity Technical Session 7

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Brooke Charae Coley, Arizona State University, Polytechnic campus

Tagged Topics

Diversity, Special Topic: Identity

profession” [6]. It is critical that we understand how all students, and 3especially those from underrepresented groups, come to negotiate the cultural norms within thesemaker communities [7] and the impact that it has on their identity development as engineers.IdentityIdentity is a process of understanding one’s self within the larger sociocultural context [8-9].According to Erikson, identity helps individuals make sense of and find their place in the world.In the 1980’s, McAdams extended Erikson’s work on identity, arguing that as an individual tellsand retells their story and how they fit into the world, they are developing their identity. In

Conference Session

Track: Special Topic - Identity Technical Session 13

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

J. McLean Sloughter, Seattle University; Agnieszka Miguel, Seattle University; Mara Rempe, Seattle University; Katie Kuder P.E., Seattle University

Tagged Topics

Diversity, Special Topic: Identity

 also be informed by the differing ways in which these students engage with their academic life.  Survey results showed that students from underrepresented groups attempt to engage more with their academic programs as a community than their peers do. Their responses indicate that, frequently, the issues that they run into are systemic issues with the university’s culture. Many student responses highlighted the lack of intentionality on the part of those creating a hostile academic environment; these students from underrepresented and marginalized groups see other faculty, staff, and students not putting the same attention into being part of an academic community as they themselves do.  These students’ negative experiences are, frequently, not a

Conference Session

Track : Special Topics - Identity Technical Session 8

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Stephen Secules, Purdue University, West Lafayette ; Cassandra J. Groen-McCall, Virginia Tech

Tagged Topics

Diversity, Special Topic: Identity

this space within their own contexts. Similarly, myexperiences with disability as a graduate student in civil engineering and engineering educationhave further influenced my research interests to explore the identity formation of civilengineering students with disabilities and the perceptions of marginalized identities withinengineering culture. In particular, I focus on the ways in which students navigate both thedisability and engineering communities, especially at points of conflict across identitydimensions (e.g., disability identity and engineering identity), perceptions of disability (e.g.,social expectations and lived experiences of disability), and engineering culture. As a qualitative engineering education researcher, I often

Conference Session

Track: Special Topic - Identity Technical Session 10

Collection

2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity

Authors

Andrea Haverkamp, Oregon State University; Ava Butler, Oregon State University; Naya Selene Pelzl; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Qwo-Li Driskill, Oregon State University

Tagged Topics

Diversity, Special Topic: Identity

. Research on gender in engineering has typically framed gender within a rigid,essentialized cisgender binary. Current literature is lacking detail on the processes used bygender diverse students in the transgender and gender nonconforming (TGNC) community asthey navigate the gendered engineering field. We wish to highlight the experiences thatundergraduate engineering students have had in relation to their social support and perceptions ofgender as it relates to engineering culture within their undergraduate programs. Two studentsparticipated in autoethnography as a method of data collection to meet this objective.Collaborative autoethnographic methods position the students as coauthors and coresearchers toensure the validity of analysis alongside