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Abstract In this auto-ethnographic case study, we explore the life experience of a marginalized high school girl, Mira (pseudonym), who is a first-generation American born to parents from an undeveloped nation and a marginalized group with great desire and excitement for pursuing a career in engineering. Her personal background, which we address in this study, reveals a complex of traditions, challenges, and aspirations. Such factors depict the nuanced interaction between culture, pursuing education, and an engineering-targeted career in an evolving country such as the US. The primary goals of this study are to identify the motivators that drive her interest in engineering, investigate the impact of her familial background, and assess the impact of her involvement in extracurricular activities, specifically her involvement through the summer research experience at a four-year college in the southeast region of the US. This study is centered on a single case study, which is herself. In line with this study, the guiding research questions are: (1) What fundamental factors drive Mira's interest in engineering? (2) What challenges does Mira face, and how do they affect her personal and professional development? And (3) how do diversity and representation affect Mira's experiences and career paths in STEM fields? This study employed an auto-ethnographic approach. The purpose of autoethnography is to challenge the subject-object distinction by putting the researcher's perspective on the phenomenon being researched. The auto-ethnographic framework also allows for analysis of the varied interactions between factors that have influenced her interest in engineering. Additionally, a qualitative technique with an auto-ethnographic framework allows the researcher to look deeply into the participant's experiences, motives, and reflections. Auto-ethnography is a suitable approach to self-reflect, bringing valuable personal views into her experience. In support of this approach, she relates her experience actively engaging in hands-on experiments, problem-solving, and collaborative projects. These experiences contributed significantly to her practical knowledge and enthusiasm for engineering. The findings of this study reveal the complex chain of factors affecting her interest in engineering and provide valuable views to educational institutions, policymakers, and parents, assisting in developing successful methods to inspire and encourage the future generation of engineering experts. In conclusion, this study shows the future generation in which varied abilities are recognized, encouraged, and honored, guaranteeing that the ambitions of numerous young girls, especially from marginalized groups, find a place in the creative and constantly evolving field of STEM, especially engineering.
Diordieva et al. (Sat,) studied this question.
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