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Professional Identity Development in Civil Engineering Students with Disabilities

残疾土木工程学生的专业身份发展

基本信息

批准号：
1733636
负责人：
Lisa McNair
金额：
$ 34.99万
依托单位：
Virginia Polytechnic Institute and State University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-01 至 2022-05-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1733636&HistoricalAwards=false
关键词：
Professional Identity Development Civil Engineering

项目摘要

Currently available statistics suggest that between 11 and 15% of U.S. college students identify as individuals with disabilities, yet little work addresses identity development within this population broadly, and even less explores their experiences within engineering. Calls from both disabilities studies and national organizations such as the American Institute for Research consistently ask educators to broaden participation in Science, Technology, Engineering and Math fields to include individuals with disabilities. Therefore, this work targets an urgent need in engineering education research. The study lays a foundation for broadening participation in engineering by enabling us to better understand the supports and barriers students with disabilities experience. Educators will be able to use the findings to develop inclusive educational experiences that promote identity formation, diversity, and universal design. At the same time, because the students will are followed into the workplace, the findings can benefit engineering employers as they hire engineers with disabilities, again focusing on systems and structures that support inclusion and accessibility. Moreover, the project will build bridges between the engineering education and disabilities studies community by establishing partnerships and bolstering ongoing conversations within engineering that help to move disability from the margins to the center.The project addresses the call for studies on the "development of identity as an engineer and its intersection with other identities" by conducting a longitudinal study of students with disabilities in civil engineering. The project will use constructivist grounded theory to study two cohorts over three years. The first cohort follows 20 students from the fall of their first year through the spring of their junior year, with interviews twice a year (early fall and late spring). The second cohort, run concurrently, follows 20 students from spring of their junior year through their first year in the workplace, again with interviews twice a year. This approach spans the full undergraduate experience as well as the transition to work, and provides a rich data set from which to develop a theory of identity formation for this population. Consistent with grounded theory, the project does not impose an existing theory on the data; however, the understanding of identity broadly draws on social identity theory (SIT), which treats identities in terms of group membership developed through comparisons of values and behaviors members make with one another and with individuals belonging to other groups. This approach is consistent with existing studies of individuals with disabilities in college as well as with studies of professional identities, and allows the project team to situate the work within the broader landscape of identity research in engineering. The project addresses a significant gap in research on the professional formation of engineers by extending an emergent theoretical model of identity development in civil engineering to students with disabilities as they advance through their degree program and into the workforce. It provides significant contributions to research on identity development in engineering broadly, research on diversity and inclusion in engineering, and research on disability studies in higher education - issues that, to date, have seen little integration. The longitudinal approach advances our understanding of undergraduate development by capturing both how and why individuals with disabilities merge and negotiate personal and professional identities through these changes over time. The model developed in this study can then be used by researchers in other engineering fields and, potentially, beyond engineering to facilitate a more robust and nuanced understanding of how students with disabilities develop identities in college.

目前可用的统计数据表明，11% 至 15% 的美国大学生认为自己是残疾人，但很少有工作广泛地解决这一群体的身份发展问题，更不用说探索他们在工程领域的经验了。来自残疾研究和美国研究所等国家组织的呼吁不断要求教育工作者扩大对科学、技术、工程和数学领域的参与，以包括残疾人。因此，这项工作针对的是工程教育研究的迫切需求。这项研究使我们能够更好地了解残疾学生所经历的支持和障碍，为扩大工程参与奠定了基础。教育工作者将能够利用这些发现来开发包容性的教育体验，促进身份形成、多样性和通用设计。与此同时，由于学生将被跟踪进入工作场所，因此研究结果可以使工程雇主在雇用残疾工程师时受益，再次关注支持包容性和可访问性的系统和结构。此外，该项目还将通过建立伙伴关系和加强工程领域内持续的对话，在工程教育和残疾研究界之间架起桥梁，帮助将残疾问题从边缘转移到中心。该项目通过对土木工程专业的残疾学生进行纵向研究，响应了对“工程师身份的发展及其与其他身份的交叉”的研究的号召。该项目将使用建构主义扎根理论在三年内研究两个群体。第一组跟踪了 20 名学生，从一年级秋季到大三春季，每年进行两次面试（初秋和春末）。第二组同时进行，追踪 20 名学生从大三春季到进入职场的第一年，同样每年进行两次采访。这种方法涵盖了完整的本科经历以及向工作的过渡，并提供了丰富的数据集，可以从中开发针对该人群的身份形成理论。与扎根理论一致，该项目没有将现有理论强加于数据；然而，对身份的理解广泛地借鉴了社会身份理论（SIT），该理论根据群体成员身份来对待身份，这种身份是通过成员之间以及与其他群体的个人进行价值观和行为的比较而形成的。这种方法与大学中对残疾人的现有研究以及职业身份研究是一致的，并且允许项目团队将工作置于更广泛的工程身份研究领域中。该项目通过将土木工程中身份发展的新兴理论模型扩展到残疾学生，帮助他们完成学位课程并进入劳动力市场，从而解决了工程师专业形成研究中的重大空白。它为广泛的工程学中的身份发展研究、工程学中的多样性和包容性研究以及高等教育中的残疾研究做出了重大贡献——迄今为止，这些问题几乎没有得到整合。纵向方法通过捕捉残疾人如何以及为何通过这些变化来融合和协商个人和职业身份，从而增进我们对本科生发展的理解。这项研究中开发的模型可以被其他工程领域的研究人员使用，并有可能超越工程领域，以促进对残疾学生如何在大学中发展身份有更深入和细致的了解。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Exploring student disability and professional identity: navigating sociocultural expectations in U.S. undergraduate civil engineering programs

探索学生残疾和职业认同：引导美国土木工程本科课程中的社会文化期望

DOI：
10.1080/22054952.2020.1720434
发表时间：
2020
期刊：
Australasian Journal of Engineering Education
影响因子：
0
作者：
McCall, Cassandra;Shew, Ashley;Simmons, Denise R.;Paretti, Marie C.;McNair, Lisa D.
通讯作者：
McNair, Lisa D.

Exploring Professional Identity Formation in Undergraduate Civil Engineering Students Who Experience Disabilities: Establishing Definitions of Self

探索有残疾的土木工程本科生的职业身份形成：建立自我定义

DOI：
发表时间：
2019
期刊：
American Society for Engineering Education Annual Conference
影响因子：
0
作者：
Groen-McCall, C.;McNair, L. D.;Paretti, M. C.;Shew, A.;Simmons, D. R.
通讯作者：
Simmons, D. R.

Board 52: Exploring Professional Identity Development in Undergraduate Civil Engineering Students Who Experience Disabilities

Board 52：探索有残疾的土木工程本科生的职业认同发展

DOI：
发表时间：
2018
期刊：
2018 ASEE Annual Conference & Exposition
影响因子：
0
作者：
Groen, C. J.;McNair, L. D.;Paretti, M. C.;Simmons, D. R.;Shew, A.
通讯作者：
Shew, A.

Experiencing disability: A preliminary analysis of professional identity development in U.S. undergraduate civil engineering students

经历残疾：美国土木工程本科生职业认同发展的初步分析

DOI：
发表时间：
2018
期刊：
29th Australasian Association for Engineering Education Conference 2018 (AAEE 2018
影响因子：
0
作者：
Groen-McCall, C.;McNair, L. D.;Paretti, M. C.;Shew, A.;Simmons, D. R.
通讯作者：
Simmons, D. R.

Exploring professional identity development in undergraduate civil engineering students who experience disabilities

探索有残疾的土木工程本科生的职业认同发展

DOI：
发表时间：
2018
期刊：
2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference
影响因子：
0
作者：
Groen, C. J.;Paretti, M. C.;McNair, L. D.;Simmons, D. R.;Shew, A.
通讯作者：
Shew, A.