Engineering Identity and Smartness Identity as They Relate to Women’s Participation in Engineering

Abstract

Contribution: This study examined the role of the engineering and smartness identities of three women as they made decisions about their participation in engineering majors. In addressing the under-representation of women in engineering, particularly in electrical engineering and computer science fields where they have been extremely under-represented, it is important to consider engineering identity as it has been shown to be an important component of major selection and persistence. Background: Smartness is inextricably linked to engineering and prior work has shown that identifying as smart is salient to students who choose engineering majors. However, the relative roles of students’ engineering and smartness identities as they relate to academic decision making and persistence in engineering is not well understood. Research Question: How do engineering identity and smartness identity relate to women’s decisions about choosing engineering majors in the instances of joining engineering, changing engineering major, and leaving engineering? Methodology: Data were collected from a series of three interviews with three different women. Data condensation techniques, including writing participant summary memos and analytic memos, focused on detailing participants’ academic decisions, engineering identity, and smartness identity were used for analysis. Data visualization was used to map the women’s engineering identity and smartness identity to their academic decisions related to their majors. Findings: The findings indicate the participants’ smartness identity was salient in the initial decision to matriculate into engineering, both their engineering and smartness identities remained stable as they persisted in or left engineering. And reveal complex interactions between these identities and decision making.