Investing in the future: Testing the Efficacy of Socialization within Undergraduate

Engineering Degree Programs

Bryce E. Hughes and Sylvia HurtadoUCLA

Association for the Study of Higher EducationNovember 2013

St. Louis, MO

Problem Projections indicate the United States will need

an additional 500,000 engineers by 2018 Institutions of higher education produce

relatively few engineering degrees Additionally, engineering bachelor’s recipients

may not pursue engineering careers Engineering identity may bridge degree

completion with career decision Marginalization may affect engineering

identity development for underrepresented groups of students

Purpose To examine the effect of socializing

experiences within engineering programs on engineering identity, and whether campus climate affects students’ identification with and commitment to engineering

Framework Engineering Identity (Allie et al., 2009; Loui, 2005; Meyers et al.,

2012; Pierrakos et al., 2009; Tonso, 2006)• Competence in engineering knowledge• Recognition as an engineer by others• Commitment to engineering as a career

Graduate and professional school socialization (Weidman et al., 2001)• Desired outcomes: Professional identity, Commitment to the profession• Core elements of socialization:

Acquisition of professional knowledge Investment in the professional field Involvement in the academic program and the broader professional community

Multicontextual Model of Diverse Learning Environments (Hurtado et al., 2012)• Campus climate includes individual and organizational dimensions• Individual dimensions: behavioral and psychological• Weidman et al. specifically pointed to the applicability of this campus climate

model to their socialization model

Methods Data source and sample

• 2004 CIRP Freshman Survey• 2008 CIRP College Senior Survey• Longitudinal sample matched by student• Filtered for engineering aspirants in 2004• 979 students from 129 institutions• More than 3/4 male; 36.45% White

Analysis• Hierarchical Linear Modeling (HLM) and

Hierarchical Generalized Linear Modeling (HGLM)

Methods Dependent variables

• Engineering identity (factor; α=0.710, 2004 α=0.703, 2008) Importance of becoming an authority in my field

(0.862, 0.783) Obtaining recognition from my colleagues for

contributions to my special field (0.695, 0.782) Making a theoretical contribution to science

(0.491, 0.461)• Commitment to an engineering career

(dichotomous)

Methods Independent variables

• Socializing experiences Internship programs Undergraduate research Major-related clubs or organizations Faculty support and mentoring Career concern: Working for social change

• Campus climate Negative cross-racial interactions Singled out on the basis of gender, race/ethnicity, or

sexual orientation Heard faculty express racial stereotypes in class

• Interactions

Methods Controls

• Pretest for both dependent variables• Student background characteristics and

demographics• High school academic preparation• Pre-college expectations and aspirations• Institutional characteristics

Results: Engineering IdentityEngineering identity (2008)

Engineering Identity pre-test (2004) +Reason: To get training for a specific career –Career concern: Opportunity to work for social change

+

Faculty support and mentoring +Negative cross-racial interactions +Interaction: Sex X Frequency of feeling singled out +

Results: Commitment to Engineering Career

Commitment to Engineering (2008)

Commitment pre-test (2004) +Master’s degree aspiration (ref: bachelor’s or less) +Doctoral degree aspiration +Plan to change major -Institutional type: private (level 2) +% students majoring in STEM (level 2) +Participated in internship program +Participated in major-related club or organization +

Conclusions Interventions enhance students’ sense of

engineering identity and commitment Campus climate does not appear to affect

engineering identity• However feelings of isolation among women and

negative cross-racial interactions remain common Students more concerned with social

change have stronger engineering identities

Different socialization experiences may influence outcomes in different ways

Implications Continue and expand internship programs

and engineering student organizations Though campus climate appears unrelated to

engineering identity, attention to improving the climate is still necessary

Engineering programs should identify channels for students to engage in social justice work (i.e. Engineers Without Borders)

Tying these engineering experiences to different socialization outcomes helps faculty more intentionally structure them

Thank you!