June 15, 2019
June 15, 2019
June 19, 2019
Diversity and NSF Grantees Poster Session
The ways in which students encounter school can markedly shape how they form professional identities and continue into the engineering workforce. This is particularly true for those students who experience a variety of disabilities, as they must simultaneously manage and navigate disability-related cultural, academic, physical, and bureaucratic university structures and form professional identities. In this paper, we describe the evolution of an ongoing NSF-sponsored project exploring professional identity formation in undergraduate civil engineering students with disabilities as they experience their undergraduate careers and move into the workforce. To provide context for this ongoing work, we summarize the background, sensitizing concepts, and updated research procedures underpinning this study. We then focus our discussion on our emergent findings to-date, which includes the identification of a sub-process referred to as Establishing Definitions of Self. Overall, these findings begin to highlight the nuance and fluidity of disability identity as students form professional identities as civil engineers.
Groen-McCall, C. J., & McNair, L. D., & Paretti, M. C., & Shew, A., & Simmons, D. R. (2019, June), Board 102: Exploring Professional Identity Formation in Undergraduate Civil Engineering Students Who Experience Disabilities: Establishing Definitions of Self Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32170
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