1. Bryce E. Hughes and Sylvia Hurtado UCLA Association for the Study of Higher Education November 2013 St. Louis, MO

2.  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

3.  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

4.  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

5.  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)

6.  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)

7.  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

8.  Controls Pretest for both dependent variables Student background characteristics and demographics High school academic preparation Pre-college expectations and aspirations Institutional characteristics

9. Engineering 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 +

10. 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 +

11.  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

12.  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