Advancing from outsider to insider: A grounded theory of professional identity negotiation in undergraduate engineering. Issue 2 (4th April 2021)

• Record Type: Journal Article
• Authors: McCall, Cassandra; McNair, Lisa D.; Simmons, Denise R.
• Is Part Of: Journal of engineering education. Volume 110:Issue 2(2021)
• Page Start: 393
• Page End: 413
• Publication Date: 2021-04-04
• Subjects: civil engineering -- grounded theory -- identity -- qualitative -- student development; Engineering -- Study and teaching (Higher) -- Periodicals; 620.00711
• DOI: 10.1002/jee.20383
• Languages: English
• ISSNs: 1069-4730

Abstract

Abstract: Background: Engineers' identification with their profession is crucial for persistence among engineering students and career professionals. Significant research has been conducted on various dimensions of identity in the engineering field. However, little is known about the ways students negotiate these dimensions as they construct professional identities within a single engineering discipline such as civil engineering. Purpose/Hypothesis: The purpose of this study is twofold in that we not only seek to enhance our understanding of professional identity formation but also to develop a theory that will allow future research to examine professional formation negotiations and processes through a single, interconnected lens. Design/Method: In this grounded theory study, semistructured interviews with 31 undergraduate students were conducted and analyzed using constant comparative techniques. Frameworks situated within identity theory served as sensitizing concepts and undergraduate civil engineering education served as context to initiate theory development. Results: The result of this study is the Negotiating Equilibrium: Advancing from Outsider to Insider model (the AOI model). This grounded theory model captures the dynamic process through which individuals iteratively integrate definitions of self and profession to develop professional identities during their undergraduate careers. Conclusions: This grounded theory model provides a new framework to capture the complex negotiation process of professional identity formation in undergraduate engineering students. Overall, this work contributes to ongoing conversations that promote the diversity of experiences and backgrounds of students to paint a more holistic and diverse picture of engineering students and of the engineering field.