Crystal City, Virginia
April 29, 2018
April 29, 2018
May 2, 2018
While recent calls throughout the engineering education community have focused on increasing diversity and broadening participation in STEM, these conversations typically center on race and gender with little to no work addressing disability. But research in higher education broadly suggests that cognitive, physical, and learning disabilities can markedly impact the ways in which students perceive and experience school, develop professional identities, and move into the engineering workforce. To address this gap, we build on emerging conversations that explore the ways in which students experience disability within the context of engineering education. In particular, we conducted an initial grounded theory analysis of interviews examining professional identity formation in undergraduate civil engineering students who experience disabilities. From our analysis, we observed three themes that begin to highlight ways in which the experience of students with disabilities may contribute to their development as emerging civil engineers.
Groen, C. J., & Paretti, M. C., & McNair, L. D., & Simmons, D. R., & Shew, A. (2018, April), Experiencing Disability in Undergraduate Civil Engineering Education: An Initial Examination of the Intersection of Disability and Professional Identities Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. https://peer.asee.org/29536
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