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

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Journal of Science Education and Technology Volume 14, Number 5, ISSN 1059-0145

Abstract

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.

Citation

Tate, E.D. & Linn, M.C. (2005). How Does Identity Shape the Experiences of Women of Color Engineering Students?. Journal of Science Education and Technology, 14(5), 483-493. Retrieved August 18, 2019 from .

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