Asee peer logo

The Missing Misrecognition in Recognition and Engineering Identity Research

Download Paper |

Conference

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Location

Arlington, Virginia

Publication Date

February 25, 2024

Start Date

February 25, 2024

End Date

February 27, 2024

Conference Session

Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research

Tagged Topics

Diversity and CoNECD Paper Sessions

Page Count

32

DOI

10.18260/1-2--45486

Permanent URL

https://peer.asee.org/45486

Download Count

36

Request a correction

Paper Authors

biography

Annie Yong Patrick Georgia Tech

visit author page

Annie Y. Patrick is a Post-Doctoral Fellow in the Studio for Transforming Engineering Learning and Research (STELAR) Lab in the Coulter Department of Biomedical Engineering at Georgia Tech. She received a bachelor’s degree in Psychology from Mississippi College and an associate’s degree in Nursing from Holmes Community College. After a fulfilling nursing career working in a variety of specialties, she became interested in technology while studying Library and Information Science and completed a master’s degree in network technology and cyber assurance at East Carolina University. She received her doctorate degree in Science and Technology Studies (STS) from Virginia Tech. She works as an applied scholar in interdisciplinary spaces focused on the groundwork of sociological participation, engineering studies, social (in)visibility, care work, and social justice.

visit author page

biography

Joseph M LeDoux Georgia Institute of Technology

visit author page

Joe Le Doux is the Executive Director for Learning and Training in the Department of Biomedical Engineering at Georgia Tech and Emory University. Dr. Le Doux's research interests include narrative and inclusive pedagogies and practices.

visit author page

biography

Sara Schley Schley Rochester Institute of Technology (NTID) Orcid 16x16 orcid.org/0000-0003-1327-4572

visit author page

Sara Schley is a Professor in the Masters in Secondary Science Education in NTID at RIT, and director of the Research Center for Teaching and Learning at NTID, where diverse teams of faculty and students conduct research to improve deaf education . She h

visit author page

Download Paper |

Abstract

Engineering identity and its subcomponent, recognition, is a highly researched topic within engineering education. Numerous studies have shown that recognition is connected to increased student retention and an engineering student’s sense of belonging (Hatmaker, 2013; Rover, 2008). Additionally, recognition is an invaluable research topic because of its connection to understanding how students form relationships within engineering, its ability to verify the other two components of engineering identity: competency and performance, and more importantly, its ability to parse the experience of underrepresented and marginalized students in STEM (Carlone & Johnson, 2007; Rodriquez et al., 2017; Rohde et al., 2019).

However, most of the research regarding recognition has been limited to quantitative studies that have used survey assessments to measure how much students recognize themselves as engineers and how much a limited selection of people in their lives (family, friends, peers, and instructors) recognize them as engineers (Cribbs et al., 2015; Godwin, 2016; Kendall et al., 2019; Prybutok et al., 2016). Though these studies have made invaluable contributions, these studies have not explored student’s lived experiences of recognition, they have ignored the social and cultural contexts that impact recognition, and perhaps more importantly, missed an opportunity to identify and understand the opposite of recognition: misrecognition and its consequences upon marginalized communities in engineering education.

This paper discusses our findings from a qualitative study that interviewed fifteen biomedical engineering (BME) undergraduate students that identified as female and of Black ethnicity. Though previous studies measured students’ engineering self-perception and their perceptions of a limited few close to them, this study uncovered valuable findings regarding the student’s experience of recognition and misrecognition. First, this study highlights the missing discussion regarding misrecognition when discussing recognition. This leads to the second topic of how the recognition experiences of students of color are replete with misrecognition and a lack of recognition, especially within the classroom. Finally, this paper provides a framework and language to identify and understand these experiences of misrecognition within engineering education among students of color.

Patrick, A. Y., & LeDoux, J. M., & Schley, S. (2024, February), The Missing Misrecognition in Recognition and Engineering Identity Research Paper presented at 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD), Arlington, Virginia. 10.18260/1-2--45486

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015