McIntyre, B. B., & Verdín, D., & Baker, R. A., & Godwin, A., & Milton, T. (2018, June), Uncovering Latent Diversity: Steps Towards Understanding 'What Counts' and 'Who Belongs' in Engineering Culture  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31164

\bibitem{asee_peer_31164}
  McIntyre, B. B., \& Verdín, D., \& Baker, R. A., \& Godwin, A., \& Milton, T. (2018, June), \emph{Uncovering Latent Diversity: Steps Towards Understanding 'What Counts' and 'Who Belongs' in Engineering Culture}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--31164

Brianna Benedict McIntyre, Dina Verdín, Rachel Ann Baker, Allison Godwin, and Thaddeus Milton.  "Uncovering Latent Diversity: Steps Towards Understanding 'What Counts' and 'Who Belongs' in Engineering Culture".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/31164 Internet.  15 Jan, 2025

\bibitem{asee_peer_31164}
  Brianna Benedict McIntyre, Dina Verdín, Rachel Ann Baker, Allison Godwin, and Thaddeus Milton.
  "Uncovering Latent Diversity: Steps Towards Understanding 'What Counts' and 'Who Belongs' in Engineering Culture".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31164 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_31164
author = "Brianna Benedict McIntyre, Dina Verdín, Rachel Ann Baker, Allison Godwin, and Thaddeus Milton"
title = "Uncovering Latent Diversity: Steps Towards Understanding 'What Counts' and 'Who Belongs' in Engineering Culture"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31164}
number = {10.18260/1-2--31164}
}

TY  - CPAPER
AB  - 
Curricular expectations for engineering students are steadily expanding to encompass a diverse set of competencies and skills that ensure students are prepared to address the global challenges of engineering. This expansion highlights a need for educators to not only rethink how they educate the next generation of engineers, but also a need to cultivate “diversity of thought” within the culture of engineering. Earlier studies about diversity have focused on understanding how to increase the number of underrepresented students (i.e., women, students of color, and first-generation college students) who persist in STEM fields. However, there is a shift in how we (i.e., society, industry, and academia) define what it means to be diverse. In this paper, we examined how 12 diverse first-year engineering students described how their peers enact different ways of thinking and being in engineering, as well as how those differences influence whether their peers are perceived as someone who belongs in engineering. The participants acknowledged the cultural and gender differences among their peers; however, they primarily described how their peers were different based on their skill-set (i.e., technical, creative, and interpersonal), ways of thinking, and interests. These findings begin to help us understand how students define normative attitudes in engineering and the perception of what it means to be an engineer.

AU  - Brianna Benedict McIntyre
AU  - Dina Verdín
AU  - Rachel Ann Baker
AU  - Allison Godwin
AU  - Thaddeus Milton
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Uncovering Latent Diversity: Steps Towards Understanding 'What Counts' and 'Who Belongs' in Engineering Culture
UR  - https://peer.asee.org/31164
DO  - 10.18260/1-2--31164
ER  -