Engineering political fluency: Identifying tensions in the political identity development of engineering majors

Background Engineering can play a significant role in the public good. Changing political dynamics and a surge in activism among the broader science community have only heightened this reality. Yet little published research exists about how engineering students develop both their technical and political identities to affect the broader society. Purpose This study sought to extend and complicate notions of engineering education that grapple with the political preparation of undergraduate students. The research question was the following: In what ways do students majoring in engineering navigate the process of acquiring an attitude of political fluency? Design Case study methodology informed the research design with undergraduate engineering majors serving as the primary unit of analysis. Focus groups involving a total of 20 students and a review of electronic documents were conducted across three institutions in the Northeastern U.S. to produce data for this qualitative study. Results Engineering students described experiencing the following tensions that shaped their political involvement: (a) limited exposure to politically motivating events, (b) privileging private gains while noting aspirational contributions to the public good, and (c) politics positioned at the periphery of engineering. Conclusions Consistent with increased attention to social justice and civic engagement outcomes, political engagement is a critical educational outcome for engineering educators to cultivate. However, if engineering programs are to contribute to the political identity formation of their students, structural changes in the preparation of engineering students will be necessary.