Werfelli, S., & Simpson, A., & Knox, P. N., & Paul, K., & Maltese, A. (2023, June), Board 236: Children’s Identity Conception in Engineering Activities in the Home Environment  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42677

\bibitem{asee_peer_42677}
  Werfelli, S., \& Simpson, A., \& Knox, P. N., \& Paul, K., \& Maltese, A. (2023, June), \emph{Board 236: Children’s Identity Conception in Engineering Activities in the Home Environment}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42677

Sawsan Werfelli, Amber Simpson, Peter N. Knox, Kelli Paul, and Adam Maltese.  "Board 236: Children’s Identity Conception in Engineering Activities in the Home Environment".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42677 Internet.  14 Dec, 2024

\bibitem{asee_peer_42677}
  Sawsan Werfelli, Amber Simpson, Peter N. Knox, Kelli Paul, and Adam Maltese.
  "Board 236: Children’s Identity Conception in Engineering Activities in the Home Environment".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42677 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_42677
author = "Sawsan Werfelli, Amber Simpson, Peter N. Knox, Kelli Paul, and Adam Maltese"
title = "Board 236: Children’s Identity Conception in Engineering Activities in the Home Environment"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42677}
number = {10.18260/1-2--42677}
}

TY  - CPAPER
AB  - Identity is a concept that has been examined and defined in a variety of ways. Bilgrami (2006) made a distinction between a subjective and an objective aspect of identity, where the former is about how you view yourself, while the latter is about how others view you. However, Renninger (2009) linked the two together, where identity refers to a person’s general sense of self with reference to groups (e.g., engineers) or particular content or processes. Having this relationship with a larger group, links identity to interactions, which in turn can result in changes to one’s identity (Gee, 2000). The purpose of this study was to understand children’s perception of their identity as an engineer at the conclusion of an engineering program focused on engaging in engineering design processes and practices in their home environments. 
         The methodology for data collection was through post-program participation interviews with children. The interviews were conducted with 14 children between the ages of five and ten, who completed at least four researcher-developed engineering tasks. The time engaged in each kit ranged from approximately 30 minutes to 3 hours. The interview questions revolved around how these children viewed engineers, engineering, as well as how they viewed themselves and how the program changed their views and interests. The length of the interviews were about 20 minutes.
         The preliminary results suggest that participation in an engineering program in home environments has changed these children’s sense of identity in a variety of ways; how they viewed their abilities differently as being able to carry engineering activities, and their potential career trajectories; how they viewed engineering as a field; and how the program affected their interactions with their parents. The significance of this study points to the benefits of introducing engineering tasks with children at a young age.
AU  - Sawsan Werfelli
AU  - Amber Simpson
AU  - Peter N. Knox
AU  - Kelli Paul
AU  - Adam Maltese
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 236: Children’s Identity Conception in Engineering Activities in the Home Environment
UR  - https://peer.asee.org/42677
DO  - 10.18260/1-2--42677
ER  -