Undergraduate Women Engineering Their Professional Identities

In science education, the construct of identity has proven to be a useful tool for examining how students view themselves as gendered and classed individuals, and how these identities intersect with their present and future science participation. Yet, little is known about how young adult women studying engineering construct their own identities as prospective engineers. In this study, which is part of a larger study involving an intervention designed to increase retention of traditionally underrepresented students in engineering, I explored females' personal and professional identity construction throughout their undergraduate studies in engineering. Using a qualitative longitudinal case study approach, I collected and analyzed interview data, WebCT interactions, and student work on modeling activities. I developed a model of identity that emphasized the role of engineering in young women's descriptions of who they are as students and future engineers. Findings from this study could be useful in helping prospective and practicing science and engineering educators develop academic programs, curriculum, and best practices.