Abstract
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.
Original language | English (US) |
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Pages (from-to) | 1037-1051 |
Number of pages | 15 |
Journal | International Journal of Engineering Education |
Volume | 35 |
Issue number | 4 |
State | Published - 2019 |
Externally published | Yes |
Keywords
- Engineering role identity
- First-generation college students
- Grit
- Structural equation modeling
- Women
ASJC Scopus subject areas
- Education
- General Engineering