Understanding How International Graduate Students in Engineering Fit into American Culture through the Lens of Gender Pronouns: A Pilot Study

Xiaping Li; Cynthia J. Finelli

Download Paper | Permalink

Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: International Division (INTL) Technical Session #4: Global DEI
Tagged Division: International Division (INTL)
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--44538
Permanent URL: https://strategy.asee.org/44538
Download Count: 148

Request a correction

Paper Authors

biography

Xiaping Li University of Michigan

visit author page

Xiaping Li is currently pursuing her Ph.D. in Engineering Education Research at the University of Michigan. Before beginning her doctoral studies, she worked at the Center for the Enhancement of Teaching & Learning at the University of Hong Kong. Her research interests include faculty development and change, teaching and learning, international students in engineering, and cognitive sciences. Xiaping holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.

visit author page

biography

Cynthia J. Finelli University of Michigan orcid.org/0000-0001-9148-1492

visit author page

Dr. Cynthia Finelli is Professor of Electrical Engineering and Computer Science, Professor of Education, and Director and Graduate Chair for Engineering Education Research Programs at University of Michigan. She is Fellow of both the ASEE and the Institute for Electrical and Electronics Engineers (IEEE), associate editor for the European Journal of Engineering Education, and member of the Governing Board of the Research in Engineering Education Network. She was previously chair of EECHA, chair of the ERM Division of ASEE, co-chair of the ASEE Committee on Scholarly Publications, deputy editor for the Journal of Engineering Education, and associate editor for IEEE Transactions on Education.

Dr. Finelli studies the academic success of students with attention-deficit/hyperactivity disorder (ADHD), social justice attitudes in engineering, and faculty adoption of evidence-based teaching practices. She also led a project to develop a taxonomy for the field of engineering education research, and she was part of a team that studied ethical decision-making in engineering students.

visit author page

Download Paper | Permalink

Abstract

Division: International Division-Diversity, Equity, and Inclusion

WIP: Understanding How International Graduate Students in Engineering Fit into American Culture from the Perspective of Gender Identity: A Pilot Study

Keywords: Gender identity, Gender pronouns, Sense of belonging, International students, Graduate students, Engineering

Abstract

International graduate students in engineering are a significant presence in the U.S., and they face unique challenges as they navigate higher education. Such challenges – such as language deficiency, cultural shock, and understanding efforts to promote equity and inclusion – may inhibit their development of a sense of belonging and academic identity, so it is important to provide international graduate students in engineering with the supports they need to overcome these challenges.

Using people’s preferred gender pronouns is one way to promote equity and inclusion, as it allows individuals to express gender identity and develop gender-inclusive language. Although sharing gender pronouns while introducing oneself – e.g., on a nametag or in one’s email signature – is becoming increasingly common in the U.S. workplace, schools, or social media, it is generally new to international students. These students face the challenge of understanding what gender identity is, why there is gender diversity, and how to share their gender pronouns. Thus, studying international engineering graduate students’ perceptions and usage of gender pronouns offers an ideal perspective to understand how they struggle with and adapt to American culture and, ultimately, to develop mechanisms to best support their needs.

This pilot study collected data about gender pronouns from 185 international graduate students in engineering at a university with a culture of using preferred gender pronouns. The majority of respondents come from Asian countries and have lived in the U.S. for less than one year. Preliminary results of a regression model indicate that respondents’ preference for using gender pronouns is statistically significantly related to their experience with gender pronouns prior to living in the U.S. Also, the longer they have lived in the U.S., the more likely they are to use gender pronouns. For students who have lived in the U.S. for less than one year, the preference for using gender pronouns is greatly different from their peers. These findings may indicate that the first year is challenging for international graduate engineering students and that they need more specific help adjusting to the college environment.

(335 words)

Citation
Format

Li, X., & Finelli, C. J. (2023, June), Understanding How International Graduate Students in Engineering Fit into American Culture through the Lens of Gender Pronouns: A Pilot Study Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44538

TY - CPAPER
AB - Division: International Division-Diversity, Equity, and Inclusion

WIP: Understanding How International Graduate Students in Engineering Fit into American Culture from the Perspective of Gender Identity: A Pilot Study

Keywords: Gender identity, Gender pronouns, Sense of belonging, International students, Graduate students, Engineering

Abstract

International graduate students in engineering are a significant presence in the U.S., and they face unique challenges as they navigate higher education. Such challenges – such as language deficiency, cultural shock, and understanding efforts to promote equity and inclusion – may inhibit their development of a sense of belonging and academic identity, so it is important to provide international graduate students in engineering with the supports they need to overcome these challenges.

Using people’s preferred gender pronouns is one way to promote equity and inclusion, as it allows individuals to express gender identity and develop gender-inclusive language. Although sharing gender pronouns while introducing oneself – e.g., on a nametag or in one’s email signature – is becoming increasingly common in the U.S. workplace, schools, or social media, it is generally new to international students. These students face the challenge of understanding what gender identity is, why there is gender diversity, and how to share their gender pronouns. Thus, studying international engineering graduate students’ perceptions and usage of gender pronouns offers an ideal perspective to understand how they struggle with and adapt to American culture and, ultimately, to develop mechanisms to best support their needs.

This pilot study collected data about gender pronouns from 185 international graduate students in engineering at a university with a culture of using preferred gender pronouns. The majority of respondents come from Asian countries and have lived in the U.S. for less than one year. Preliminary results of a regression model indicate that respondents’ preference for using gender pronouns is statistically significantly related to their experience with gender pronouns prior to living in the U.S. Also, the longer they have lived in the U.S., the more likely they are to use gender pronouns. For students who have lived in the U.S. for less than one year, the preference for using gender pronouns is greatly different from their peers. These findings may indicate that the first year is challenging for international graduate engineering students and that they need more specific help adjusting to the college environment.

(335 words)

AU - Xiaping Li
AU - Cynthia J. Finelli
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Understanding How International Graduate Students in Engineering Fit into American Culture through the Lens of Gender Pronouns: A Pilot Study
UR - https://strategy.asee.org/44538
DO - 10.18260/1-2--44538
ER -