Am I an engineer yet? Perceptions of engineering and identity among first year students
Am I an engineer yet? Perceptions of engineering and identity among first year students
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DOI：
10.1080/03043797.2020.1714549
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发表时间：
2020-01-21
影响因子：
2.3
通讯作者：
Davis, Virginia A.
中科院分区：
文献类型：
--
作者：
Lakin, Joni M.;Wittig, Ashley H.;Davis, Virginia A.
专业身份的发展可能有助于坚持在工程专业。此外，感知对齐一个人的职业价值观，工程，以及相信一个是制定工程课程期间预计将支持身份的形成。使用混合方法的方法，我们探讨了186名本科生在工程课程介绍结束时回答四个开放式问题提供的数据。我们的研究结果表明，工程和个人价值观的看法，如当学生谁强调工程师的作用，帮助他人往往有利他主义的职业目标对齐。当考虑与工程的认同时，我们发现，专注于数学和科学以及利他主义定义的定义不太可能与学生已经在实践工程的信念同时出现。研究结果表明，工程的某些定义抑制的看法，学生已经制定工程，并可能影响识别。
Development of a professional identity may contribute to persistence in an engineering major. Further, perceiving alignment of one's career values to engineering as well as believing that one is enacting engineering during coursework are expected to support identity formation. Using mixed methods approaches, we explored data provided by 186 undergraduate students responding to four open-ended questions at the end of an introduction to engineering course. Our results indicated alignment of perceptions of engineering and personal values, such as when students who emphasised the role of engineers as helping others tended to have altruistic professional goals. When considering identification with engineering, we found that definitions focused on the role of math and science as well as altruistic definitions were less likely to co-occur with a belief that students were already practicing engineering. Findings suggest certain definitions of engineering inhibit perceptions that the student is already enacting engineering and may affect identification.