Journal of Engineering Education最新文献

{"title":"Linking constructivist learning environments, self-efficacy, and mindsets with first-year engineering students' learning strategy adoption","authors":"Chengcheng Li,&nbsp;Qingmin Shi,&nbsp;Tiberio Garza,&nbsp;Shaoan Zhang,&nbsp;Yingtao Jiang","doi":"10.1002/jee.70095","DOIUrl":"https://doi.org/10.1002/jee.70095","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Developing effective learning strategies is essential for first-year engineering students due to the rigorous and complex nature of the discipline. During this formative stage, constructivist learning environments (CLEs), self-efficacy, and mindsets are pivotal in shaping how students engage with challenges and develop adaptive approaches to learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/Hypothesis(es)</h3>\u0000 \u0000 <p>This study examined the relationships among CLE, self-efficacy, growth and fixed mindsets, and learning strategy adoption. Self-efficacy was hypothesized to mediate the relationship between CLE and learning strategy adoption.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Methods</h3>\u0000 \u0000 <p>Survey data from 203 first-year engineering students at an R1 public university in the southwestern United States were analyzed using structural equation modeling. Learning strategy adoption was the outcome variable, and self-efficacy was the mediator. Direct, indirect, and mediating relationships were assessed to investigate how these variables relate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>CLE and growth mindset were positively correlated with self-efficacy, which fully mediated the relationship between CLE and learning strategy adoption. Self-efficacy significantly enhanced the use of learning strategies. Fixed mindset was negatively related to learning strategy adoption directly, whereas growth mindset showed no significant direct relationship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings are consistent with self-efficacy serving as a linking factor between CLE and learning strategy adoption among first-year engineering students. The results suggest that educators can design learning activities that build students' confidence in engineering tasks and explicitly address fixed mindset beliefs to support strategic learning and early academic success.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70095","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149259487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engineering for community justice: Exploring story constellations in a youth engineering program","authors":"Leia K. Cain,&nbsp;Eugenia Vomvoridi-Ivanovic,&nbsp;Tonisha B. Lane,&nbsp;Jonathan Gaines","doi":"10.1002/jee.70089","DOIUrl":"https://doi.org/10.1002/jee.70089","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Engineering education has transformative potential, yet underrepresented youth, particularly students of color, remain disconnected from opportunities to see themselves as future engineers. Integrating social justice into engineering education offers a pathway to engage these students by linking technical skills to real-world, community-based problems.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose/hypothesis</h3>\u0000 \u0000 <p>We examined how participants in a justice-oriented engineering camp for middle school youth of color made sense of their engagement with the camp's justice-oriented curriculum. Specifically, we explored how mentees, undergraduate mentors, and teacher mentors narrated their experiences and how their stories interconnect to illuminate the relational terrain on which justice-oriented engineering education unfolds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/method</h3>\u0000 \u0000 <p>We used the story constellations approach, drawing on focus groups and individual interviews to analyze the interconnected experiences of each group across 3 years of camp programming. We used open and a priori coding methods before analyzing data through the process of broadening, burrowing, and restorying.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>We highlight three key themes: (1) <i>engineering for social justice</i>, where participants connected engineering projects to community issues such as safety, hunger, and environmental justice; (2) <i>educational impact and growth</i>, which revealed the development of technical skills, leadership, and social awareness; and (3) <i>community</i>, where collaboration was noted as central to learning and problem-solving.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Justice-oriented engineering education has the potential to transform students' technical knowledge and social responsibility, particularly for underrepresented youth in STEM. Our findings suggest that combining engineering content with community-based social justice goals deepens engagement, enhances learning outcomes, and fosters a sense of responsibility among future engineers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149258971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cognitive engagement in mathematics learning: Identifying transitions in engagement in large and small group learning","authors":"Miitta Järvinen,&nbsp;Sami Lehesvuori,&nbsp;Antti Vuoriainen,&nbsp;Janne Roslöf,&nbsp;Joni Lämsä,&nbsp;Lauri Kettunen,&nbsp;Raija Hämäläinen","doi":"10.1002/jee.70098","DOIUrl":"https://doi.org/10.1002/jee.70098","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Active learning and student engagement are recognized as essential in engineering education and mathematics learning. Research is needed to reveal how different practices and events in university mathematics classrooms promote students' cognitive engagement to identify good practices for enhancing engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study aimed to identify transitions in student cognitive engagement and how different classroom events precede transitions into higher cognitive engagement modes in large and small group learning settings in university mathematics classrooms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>Students' cognitive engagement was coded according to the interactive-constructive-active-passive (ICAP) theory to understand students' overall engagement in real time, and transitions from lower to higher cognitive engagement modes were qualitatively analyzed. The video data were collected in an introductory mathematics course part of an engineering program. Participants were first-year software engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In the large group setting, transitions into active and constructive modes were the most represented. In particular, the teacher's prompts preceded students' transitions into higher engagement modes. In the small group setting, transitions into active and interactive modes were the most represented, and the role of classmates' prompts was highlighted in transitions into higher modes. Interactive engagement was prompted mostly by classmates' prompts or students' own initiatives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Different learning settings have special characteristics when it comes to enhancing students' cognitive engagement. Findings indicate that teachers' constructive prompts and classroom organization contribute significantly to transitions in student engagement in the large group setting. In the small group setting, classmates' prompts were emphasized in promoting transitions, especially into the interactive level.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149258838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interdisciplinarity in engineering education: An empirically grounded typology","authors":"Michael T. O'Connell,&nbsp;Tom Adawi,&nbsp;Xiaoqi Feng,&nbsp;Julia Sundman,&nbsp;Henrik Worm Routhe,&nbsp;Patric Wallin,&nbsp;Christian Stöhr","doi":"10.1002/jee.70091","DOIUrl":"https://doi.org/10.1002/jee.70091","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The concept of interdisciplinarity has gained considerable traction in engineering education. However, research has primarily focused on its impact on students' learning experiences and outcomes, while relatively little is known about how engineering teachers conceptualize interdisciplinary education. Additionally, there have been calls for theoretical insights into interdisciplinary education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Drawing on Weber's concept of the “ideal type,” which aims to capture salient theoretical features of social phenomena, this paper seeks to contribute to a theoretical understanding of how engineering teachers conceptualize the nature of interdisciplinary education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>Eighteen engineering teachers from three universities across three Nordic countries, all experienced in teaching interdisciplinary courses, participated in semi-structured interviews. The analysis proceeded in two stages. First, an empirical analysis, where the interview transcripts were subjected to thematic analysis. Second, a theoretical analysis developed an ideal-type conceptualization of interdisciplinary education and examined it through a socio-cultural lens.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The analysis led to the development of a typology comprising of four ideal-type conceptualizations of interdisciplinary education. The typology, taking the form of a two-by-two matrix, advances theoretical understanding by discerning two modes of disciplinary <i>interaction</i> (epistemic and social) and two roles of <i>integration</i> (integrationist and generalist) in interdisciplinary education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The typology weaves together our empirical findings with key theoretical strands and positions on interdisciplinarity identified in the scholarly literature into a cohesive framework that informs both the theory and practice of interdisciplinary education. The typology can be used as a “boundary object,” a conceptual tool that facilitates collaboration between teachers across disciplinary boundaries.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70091","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149258457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethics of care in engineering education: A critical synthesis of meanings and evidence","authors":"Vladislav Krivoshchekov,&nbsp;Mary Nolan,&nbsp;Sofía Durán Cárdenas,&nbsp;Jie Gao,&nbsp;Roland Tormey","doi":"10.1002/jee.70087","DOIUrl":"https://doi.org/10.1002/jee.70087","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Care ethics has gained visibility in engineering education, but the literature remains conceptually diffuse and methodologically uneven. As a result, it is unclear what researchers mean by “care,” how they translate it into educational practice, and what kinds of claims the existing evidence can currently support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This preregistered synthesis critically examines how care ethics is conceptualized, implemented, and evidenced in engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>Database searches and citation tracing identified 53 sources published between 1997 and 2025 that explicitly engaged care ethics in engineering education contexts. Extracted data covered conceptual framings, educational settings and formats, study designs, data sources, outcomes, implementation issues, and implications for engineering education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The corpus comprised 23 nonempirical and 30 empirical, predominantly qualitative, sources. We identified four conceptual strands: (i) care as a way of teaching and conditions for ethical agency, (ii) care ethics as a normative theory for guiding sociotechnical judgment, (iii) care ethics as accountable community engagement, and (iv) care ethics as politics of care work and institutional responsibility. Tronto's care phases predominate across strands, shaping how care is translated into engineering education practice. Across strands, the most consistent pattern was a format–evidence mismatch: common course formats and proxies make attentiveness and responsibility comparatively visible, while competent care, responsiveness, and solidarity are rarely designed for, observed, or measured.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The central finding is that the field is comparatively strong in specifying what care should mean in engineering education but less consistent in generating evidence of how it unfolds in practice.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149258456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shifting the script toward knowledge claims in Discipline-Based Education Research","authors":"James L. Huff,&nbsp;Catherine G. P. Berdanier,&nbsp;Courtney Faber,&nbsp;Jessica R. Deters","doi":"10.1002/jee.70090","DOIUrl":"https://doi.org/10.1002/jee.70090","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149258315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shaping as an undertargeted dimension in engineering education","authors":"Salu Ylirisku,&nbsp;Tua Björklund","doi":"10.1002/jee.70092","DOIUrl":"https://doi.org/10.1002/jee.70092","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149206122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A validation study for measuring opportunities to learn engineering professional skills","authors":"Eric A. Holloway,&nbsp;Kerrie A. Douglas,&nbsp;Adrian Nat Gentry,&nbsp;Tiantian Li,&nbsp;Julie P. Martin","doi":"10.1002/jee.70086","DOIUrl":"https://doi.org/10.1002/jee.70086","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>It is essential that engineering students have well-developed professional skills to meet the demands of a highly interdisciplinary and globalized workforce. Students' professional skills have been assessed in a variety of ways; however, many assessments are not rooted in developmental approaches to learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study reports the development of the Professional Skills Opportunities (PSO) survey and evaluates the validity evidence supporting its use to assess undergraduate engineering students' opportunities to practice professional skills using Dall'Alba's developmental “Ways of Being” framework. Engineering students report their opportunities to practice five professional skills: ethics, shared leadership, problem-solving, communication, and business and management principles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We distributed the PSO to students at 13 institutions using a probabilistic stratified sampling approach (<i>n</i> = 1592). We examined evidence of validity of desired score interpretation through confirmatory factor analyses (CFA) and evidence of score fairness for comparing subgroups based on institution, year in school, and gender through measurement invariance (MI) tests and item analyses of difficulty and discrimination.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>From the CFA, we found that the PSO score can be interpreted as opportunities to practice an individual skill and total opportunities for shared leadership, problem-solving, communication, and business and management principles. From the MI and item analyses, we found mean group scores have similar meanings across the groups we tested.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Based on the evidence of validity and fairness, we recommend the PSO for understanding differences in opportunities to develop professional skills. Future work will focus on revising the ethics factor.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70086","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A scoping review of disability representation in engineering design education","authors":"Mia E. Hoffman,&nbsp;Elisa Koolman,&nbsp;Heather A. Feldner","doi":"10.1002/jee.70084","DOIUrl":"https://doi.org/10.1002/jee.70084","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Design engineering coursework often includes projects that address marginalized communities, such as the disability community, and the design experience and associated curricula can impact engineering students' perspectives on user-engaged design practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>To understand the representation of the disability community in design engineering courses, this review asks: (1) How is disability presented and discussed in course-based engineering design projects? and (2) How is the disability community represented and involved in these projects?</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>This scoping review identified conference papers and journal articles in engineering education venues that analyzed the outcomes from course-based engineering design projects. Articles involved designing for disability and included at least one engineering design phase.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Of the 521 articles screened, 72 articles met the review criteria. Designing for the disability community was described most as service-based learning (30.6%) and was conducted with undergraduate students in 98% of studies. Disabled individuals had no specified involvement in the design process in 52.8% of studies. Additionally, over half (52.8%) of studies did not report actionable steps for the final product of the course-based project. Only four of the 72 studies reported that course curricula included education on disability rights or disability studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Students and faculty are pursuing course-based engineering design projects that attempt to support the disability community but have varying success in directly involving disabled individuals and translating the final product for the community's benefit.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149145735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I felt like my voice literally did not matter”—Recognition and engineering identity experiences of Black undergraduate women in biomedical engineering","authors":"Annie Y. Patrick,&nbsp;Joseph LeDoux,&nbsp;Sara Schley","doi":"10.1002/jee.70079","DOIUrl":"https://doi.org/10.1002/jee.70079","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite substantial investments and initiatives, the field of engineering education continues to face challenges related to increasing the participation and retention of Black women in engineering.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study is to investigate the experience of engineering identity recognition (and misrecognition) of biomedical engineering students that identify as Black women through engineering identity and recognition frameworks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design</h3>\u0000 \u0000 <p>Data were collected through semi-structured interviews with 13 biomedical engineering students who identify as Black women from a R1 undergraduate engineering program in the Southeastern United States. The methodology consisted of a social constructivist perspective combining a phenomenological approach with a deductive coding scheme.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our study contributes three findings to understanding the recognition experience of Black women studying biomedical engineering: (1) Experiencing a lack of recognition and misrecognition within the classroom and campus environments; (2) Negative stereotypes about Black culture create barriers to engineering recognition; and (3) Black women in undergraduate biomedical engineering programs locate recognition in other spaces.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The findings of this research contribute to the limited research exploring the experience of undergraduate bioengineering students who identify as Black women. Through this research, scholars, academic leadership, faculty, and policy makers can better understand how engineering identity recognition is shaped, hindered, and nurtured within this student population.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"115 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.70079","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149048184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}