Developing a grounded theory of undergraduate civil engineering professional identity formation
Developing a grounded theory of undergraduate civil engineering professional identity formation
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发展本科土木工程专业认同形成的扎根理论
DOI：
10.1109/fie.2016.7757585
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
L. Mcnair
中科院分区：
文献类型：
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作者：
Cassandra Groen;L. Mcnair
先前的工程教育工作表明，那些不认同工程团队、不保持工程师归属感或认为自己是工程师的人更有可能离开这个行业。虽然已经对各种内部的、亲密的（例如，性别、种族、性和宗教）和外部的、社会的身份（例如，话语、工程工作的性质和内容知识）进行了重要的研究，但很少有人知道这些身份是如何交叉并演变成学生的职业身份的，特别是在单一的工程学科中。在这篇正在进行的论文中，我们介绍了一项准纵向接地理论研究的第一阶段的初步结果，该研究包括对大二、大三和大四土木工程本科学生的20次访谈。通过分享我们的初步发现，我们旨在描述并进一步建立工程教育研究中的扎根理论方法；让工程教育工作者参与关于该主题价值的学术讨论；并为推进这项工作获得进一步的见解。
Prior work in engineering education has shown that individuals who do not identify with engineering groups, maintain a sense of belonging to, or perceive themselves as engineers are more likely to leave the profession. While significant research has been conducted on various internal, intimate (e.g., gender, race, sexuality, and religion) and external, social perspectives of identity (e.g., discourse, nature of engineering work, and content knowledge), little is known regarding the ways in which these identities intersect and evolve to form students' professional identities, particularly within a single engineering discipline. In this work in progress paper, we present the preliminary findings of the first phase of a quasi-longitudinal grounded theory study consisting of 20 interviews with sophomore-, junior-, and senior-level undergraduate civil engineering students. By sharing our preliminary findings, we aim to describe and further establish the grounded theory methodology within engineering education research; engage engineering educators in a scholarly discussion regarding the value of this topic; and gain further insights for advancing this work.