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What is the relationship between mindset and engineering identity for first year male and female students? An exploratory longitudinal study

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dc.contributor.authorHenderson, Heather Lysbeth, author
dc.contributor.authorRambo-Hernandez, Karen E., author
dc.contributor.authorPaguyo, Christina H., author
dc.contributor.authorAterdero, Rebecca A., author
dc.contributor.authorASEE, publisher
dc.date.accessioned2017-12-08T17:44:38Z
dc.date.available2017-12-08T17:44:38Z
dc.date.issued2017
dc.descriptionIncludes bibliographical references.
dc.descriptionPaper given at the ASEE's 124th Annual Conference & Exposition in Columbus Ohio, USA, June 25-28, 2017.
dc.descriptionPaper ID #19498.
dc.description.abstractUndergraduate students who leave engineering are most likely to do so during the first two years of coursework (Litzer & Young, 2012). During these first two years, students often encounter difficult coursework that may be not be overtly related to engineering (e.g., advanced calculus, physics; Suresh, 2006) while simultaneously developing their initial engineering identities. Students possessing a fixed mindset (e.g., intelligence based on genetics) versus a growth mindset (e.g., intelligence based on effort and hard work) are more likely to disengage when confronted with highly challenging coursework (Rattan, Savani, Chugh, & Dweck, 2015; Robins & Pals, 2002), which may be related to lower engineering identity. Implicit person theory argues that persons are more likely to persist with challenging tasks if they believe that intelligence is malleable (Robins & Pals, 2002). Additionally, it is well established that women are underrepresented in the field of engineering (Singh, Fouad, Fitzpatrick, & Chang, 2014). While a plethora of research exists to examine what factors contribute to the persistence of women in engineering, such as institutional factors and student characteristics, we focus on the relationship between mindset and engineering identity in this paper. The purpose of this study is to explore whether mindsets influence a student's engineering identity over time and to see if this relationship differs by gender.
dc.description.sponsorshipNational Science Foundation, Grant # 1432601.
dc.format.mediumborn digital
dc.format.mediumproceedings (reports)
dc.identifier.bibliographicCitationHenderson, Heather L., Karen E. Rambo-Hernandez, Christina H. Paguyo, Rebecca A. Atadero, 2017, What is the Relationship between Mindset and Engineering Identity for First Year Male and Female Students? An Exploratory Longitudinal Study. In ASEE Annual Conference and Exposition, Conference Proceedings, Columbus, OH, USA. June 25-28, 2017. American Society for Engineering Education.
dc.identifier.urihttps://hdl.handle.net/10217/185418
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartofResearch Data - (EI)2: Exploring Inclusive Engineering Identities through Freshman Engineering Curriculum Change
dc.relation.referencesAtadero, Rebecca, Karen Rambo-Hernandez, Christina Paguyo, and Jeremy Schwartz, (EI)2: Exploring Inclusive Engineering Identities through Freshman Engineering Curriculum Change, 2017.
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectengineering education
dc.subjectdiversity in engineering
dc.subjectfirst-year engineering students
dc.subjectengineering identity
dc.subjectwomen
dc.subjectunderrepresented minorities
dc.subjectinclusive engineering
dc.subjectengineering curriculum
dc.titleWhat is the relationship between mindset and engineering identity for first year male and female students? An exploratory longitudinal study
dc.typeText

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Research Data - (EI)2: Exploring Inclusive Engineering Identities through Freshman Engineering Curriculum Change