Becoming "La Ingeniera": Examining the Engineering Identity Development of Undergraduate Latina Students

Autor/inn/en	Rodriguez, Sarah L.; Doran, Erin E.; Sissel, Mackenzie; Estes, Nia
Titel	Becoming "La Ingeniera": Examining the Engineering Identity Development of Undergraduate Latina Students
Quelle	In: Journal of Latinos and Education, 21 (2022) 2, S.181-200 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez, Sarah L.) ORCID (Doran, Erin E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2019.1648269
Schlagwörter	Undergraduate Students; Hispanic American Students; Females; Engineering Education; Disproportionate Representation; Professional Identity; Family Influence; Professional Associations; Identification (Psychology); Sex Stereotypes + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Ingenieurausbildung
Abstract	Latina students are enrolling in postsecondary education in high numbers, yet their enrollment in engineering fields remains low. Part of the challenge Latina students face is a struggle to develop a strong professional identity as an engineer. Using a phenomenological approach, this study examined the experiences of undergraduate Latina engineering students. Researchers used a four-step process to understand the meaning-making process of identity formation. Latina engineering students developed professional identities through interactions with family members, engagement with identity-based organizations, and in relation to their other identities. Implications include the need to enhance family involvement, provide organizational support, and consider intersecting identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01