Photovoice: Visualizing the engineering identity experiences of sophomore students

Abstract

Background: Researchers have shown that students leave undergraduate engineering programs during the first 2 years. Justifiably, many studies have tried to tackle engineering student persistence and attrition, especially during the first year, and then developed interventions to address the challenges. Although those interventions have improved freshmen retention in some institutions, less has been published on the impacts of these interventions on the sophomore student experience. Purpose: To contribute to the knowledge base about all engineering students, we examined the experiences of sophomore engineering students and explored how these experiences might be related to their identities as engineers. Design/Method: We conducted this study using photovoice, a methodology in which participants submit photographs to describe their experiences and give recommendations on improving their experiences and resolving their concerns. Participants submitted three sets of pictures (at the beginning, middle, and end of the semester) and participated in focus groups to aid in illuminating their experiences. We analyzed data using thematic analysis. Results: We inductively determined three themes: on the frame, out of focus, and prefigures. These themes illustrate the experiences of sophomore engineering students, enabling us to see what interest, competence, and recognition as engineers looked like from their perspectives. Conclusions: Participants grappled with the tension between their personal, social, and engineering identities. Photovoice empowered them to author and illustrate that they could exist beyond the murky middle.