Engineering Faculty Perspectives: The Conceptualization of and Promotion of STEM Identity among Undergraduate Women in the Classroom

This phenomenological study (Moustakas, 1994) explores the ways in which engineering faculty conceptualize science, technology, engineering, and mathematics (STEM) identity and promote undergraduate female STEM identity in the classroom. STEM identity is "a reflection of how one understands and positions oneself within the STEM culture and the recognition one receives from others in that community" (Rodriguez et al., 2019, p. 2). As a critical broadening participation strategy, researchers and practitioners have pointed to the need to further the understanding, formation, and growth of STEM identity of those historically underrepresented in STEM. The vitality of our nation's technological base is at risk if we do not broaden participation in engineering and ensure all individuals receive the support and opportunity to contribute their diverse talents and creativity to this enterprise. In 2019, while a decade high was achieved in undergraduate graduation numbers with 145,618 bachelor's degrees awarded, only 22.5% of those degrees were conferred upon women (Roy, 2020). Despite rising numbers in undergraduate STEM educational spaces, women continue to experience obstacles. Research has demonstrated female participation often is hindered by stereotypes related to women's traditional gender roles and negative assumptions about their academic abilities (Cheryan et al., 2015). As a result, female students have reported their STEM identity is compromised due to a lack of access to discipline-specific socialization opportunities, in addition to being subjected to implicit biases, microaggressions, stereotype threat, and overt discrimination by peers and faculty (Carlone and Johnson, 2007; Morton and Parsons, 2017). Yet, researchers have found faculty who act as "institutional agents" mediate these damaging experiences by proactively supporting student STEM identity (Bensimon et al., 2019). Thiry and Laursen (2011) observed STEM faculty who offer professional socialization experiences and provide both intellectual and personal/emotional support boost student STEM identity. Additionally, faculty can strengthen student STEM identity by exposing their students to STEM professionals who mirror their identities (Kricorian et al., 2020). Furthermore, encouraging classroom, research, and mentoring environments bolster student STEM identity and STEM career pathways (Rodriguez, et al., 2019; Singer et al., 2020). The purpose of this phenomenological study (Moustakas, 1994) was to spotlight the ways in which engineering faculty conceptualize STEM identity and promote undergraduate female STEM identity in the classroom. A diverse set of 12 tenured/tenure-track engineering faculty at doctoral universities with high research activity (R2 institutions) participated in this study. Faculty from R2 institutions were explicitly selected because R2s tend to be more accessible to a demographically diverse student population. Collins' (2018) Black Student STEM Identity (BSSI) model served as the conceptual framework for the study. The BSSI model assumes an assets-based approach to STEM talent development and suggests STEM identity is intersectional, dynamic, developmental, and multidimensional. Four components comprise Collins' model: reflective identity, competence/ability, values/interest, and assimilation. The model served as the foundation for the interview protocol, as well as a deductive lens with which to analyze the data and a channel to consider the implications of the study. Moustakas' (1994) four-stage process of phenomenological data analysis was followed: epoché, horizontalization, imaginative variation, and synthesis. Three major themes emerged relative to the ways in which engineering faculty conceptualize STEM identity and promote undergraduate female STEM identity in the classroom: (1) Faculty demonstrate awareness of STEM identity but cannot define it; (2) Faculty tend to be passive in promoting the STEM identity of women in the curricula; and (3) Faculty intentionally promote student STEM identity through research and service rather than teaching. Thus, the essence of the phenomenon is that although engineering faculty are generally committed to broadening participation in their discipline, a greater understanding of the role of faculty in stimulating the STEM identity of women may be a necessary step to support more women earning baccalaureate degrees in engineering. These findings reveal the importance of creating engineering faculty development programming designed to improve their conceptualization of STEM identity, as well as the classroom practices used to promote the STEM identity of women. Operating in more inclusive ways by attending to female STEM identity can potentially improve students' sense of belonging in STEM, enhance academic outcomes of all students, and expand the engineering workforce. References Bensimon, E. M., Dowd, A. C., Stanton-Salazar, R., and Davila, B. A. (2019). The role of institutional agents in providing institutional support to Latinx students in STEM. The Review of Higher Education, 42(4), 1689–1721. Carlone, H. B., and Johnson, A. (2007). Understanding the science experiences of women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. Cheryan, S., Master, A., and Meltzoff, A. N. (2015). 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