How Does Identity Shape the Experiences of Women of Color Engineering Students?

This study seeks to understand the experiences of women of color engineering students who persist and identify some of the dilemmas they face. Evidence emerged that students formulate multiple identities to help them persist in their engineering programs. We assess the role that identity plays in th...

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Bibliographic Details
Published inJournal of science education and technology Vol. 14; no. 5/6; pp. 483 - 493
Main Authors Tate, Erika D., Linn, Marcia C.
Format Journal Article
LanguageEnglish
Published New York Springer Science+Business Media, Inc 01.12.2005
Springer
Springer Nature B.V
Subjects
Academic achievement
Academic Persistence
Bioengineering
Civil engineering
College Environment
College Students
Education
Engineering
Engineering education
Females
Gender identity
High school students
Higher Education
Identity
Mathematics
Minority group students
Peer groups
Racial Factors
Racial Identification
Self Concept
Social identity
Social interactions
Social Support Groups
Student Experience
Students
Technology
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Summary:This study seeks to understand the experiences of women of color engineering students who persist and identify some of the dilemmas they face. Evidence emerged that students formulate multiple identities to help them persist in their engineering programs. We assess the role that identity plays in the experiences of STEM (science, technology, engineering, and mathematics) women of color. This paper applies a multiple identities framework and presents students' experiences through the lenses of three emergent identities: academic, social, and intellectual. We discuss possible implications of the findings for academic and social support programs in higher education. We also identify some implications for precollege instruction.
ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-005-0223-1