Investigating inclusive professional engineering identity developmental patterns of first-year engineering majors: A person-centered approach

BackgroundThe lack of diversity within engineering degree programs and occupations has been an ongoing concern for decades. National engineering programs have placed a high priority on broadening participation in engineering and making the engineering culture more inclusive. Specifically, the cultivation of engineering students' inclusive professional engineering identities (IPEIs)-or the value these individuals place on diversity and their willingness to act inclusively within engineering contexts-might be one way to address this long-standing lack of representation.PurposeRooted in theoretical contexts regarding professional identity development, the purpose of this study is to uncover developmental patterns of first-year engineering students' IPEIs and factors that influence IPEI cultivation.MethodsThis study built upon the previous variable-centered research findings regarding IPEI development. Specifically, the person-centered approach of random intercept latent transition analysis (RI-LTA) was utilized. RI-LTA allows for the detection of different meaningful groups of individuals demonstrating similarities on the construct and investigating these groups for probabilistic changes over time.ResultsFour IPEI groups of students emerged with IPEI developmental patterns that were not always stable. Student IPEI classifications differed significantly across gender and students' levels of engineering identity. Furthermore, a series of intervention experiences instigated an even more malleable nature to student IPEIs.ConclusionsEngineering students' IPEIs demonstrate some likelihood to change over time, with intervention experiences enhancing the likelihoods for changes to occur. Continuing to investigate factors influencing the positive cultivation of students' IPEIs is fundamental to broadening participation in engineering and making the engineering culture more inclusive.

Automated summary

Engineering students' inclusive professional engineering identities (IPEIs) have the potential to change over time, with intervention experiences playing a significant role in this process. Factors such as gender and students' levels of engineering identity also contribute to the development of IPEIs. Investigating these factors and further enhancing the positive cultivation of students' IPEIs is crucial for promoting diversity within engineering and fostering a more inclusive engineering culture.