TY - JOUR
T1 - Engineering role identity fosters grit differently for women first- And continuing-generation college students
AU - Verdín, Dina
AU - Godwin, Allison
AU - Kirn, Adam
AU - Benson, Lisa
AU - Potvin, Geoff
N1 - Publisher Copyright:
© 2019 TEMPUS Publications.
Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.
PY - 2019
Y1 - 2019
N2 - This study examined two distinct groups of women in engineering (i.e., first-generation and continuing-generation college students) to understand how the engineering role identity constructs of interest, recognition, and performance/competence fostered grit-perseverance of effort and grit-consistency of interest. A survey was administered to first-year engineering students at four institutions across the United States. The sample of women was n=675, from which n=144 were identified as first-generation college students and n = 531 were identified as continuing-generation college students. Using existing instruments, two structural equation models were created to test the relationships between engineering role identity constructs and grit. The model of first-generation college students had high interest in engineering, which, in turn, was predictive of their grit-consistency of interest, while their beliefs about performing well and understanding engineering content was predictive of their grit-perseverance of effort. In the model of continuing-generation college students, being recognized as someone that can do engineering was predictive of grit-perseverance of effort while seeing oneself as an engineer was predictive of their grit-consistency of interest. The results of this work highlight different aspects of identity that may foster grit for women in engineering depending upon their parents' level of education.
AB - This study examined two distinct groups of women in engineering (i.e., first-generation and continuing-generation college students) to understand how the engineering role identity constructs of interest, recognition, and performance/competence fostered grit-perseverance of effort and grit-consistency of interest. A survey was administered to first-year engineering students at four institutions across the United States. The sample of women was n=675, from which n=144 were identified as first-generation college students and n = 531 were identified as continuing-generation college students. Using existing instruments, two structural equation models were created to test the relationships between engineering role identity constructs and grit. The model of first-generation college students had high interest in engineering, which, in turn, was predictive of their grit-consistency of interest, while their beliefs about performing well and understanding engineering content was predictive of their grit-perseverance of effort. In the model of continuing-generation college students, being recognized as someone that can do engineering was predictive of grit-perseverance of effort while seeing oneself as an engineer was predictive of their grit-consistency of interest. The results of this work highlight different aspects of identity that may foster grit for women in engineering depending upon their parents' level of education.
KW - Engineering role identity
KW - First-generation college students
KW - Grit
KW - Structural equation modeling
KW - Women
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M3 - Article
AN - SCOPUS:85073659050
VL - 35
SP - 1037
EP - 1051
JO - International Journal of Engineering Education
JF - International Journal of Engineering Education
SN - 0949-149X
IS - 4
ER -