August 23, 2022
June 26, 2022
June 29, 2022
LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals
This study explored the ways engineering leadership identity among engineering graduates differed by personal, social, and professional characteristics and experiences. We conducted analysis of variances and multiple regression modelling with data collected through an online survey with 1,240 participants from Ontario, Canada. Our analysis found engineering leadership identity to be positively associated with both engineering identity and technicist identity, suggesting that identifying with engineering leadership does not require engineers to surrender their technicist engineering identity. Our study also found women and younger engineering graduates on average measured lower on engineering leadership identity compared to men and older graduates, respectively. However, in circumstances where perseverance may be required, members of underrepresented groups were found to have stronger engineering leadership identity compared to others, contrary to our initial expectations. These findings further underscored the likely important relationship between identity and persistence, especially for underrepresented groups. The study’s methodological limitations as well as implications for engineering leadership education, including the need to advance equity in ‘identity workspaces’, are explored.
Chan, A., & Rottmann, C., & Moore, E., & Radebe, D. (2022, August), Who identifies as an engineering leader? Exploring influences of gender, race, and professional experience Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41852
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