Low-SES first-generation student's decision to pursue engineering

Abstract

"The ability of this nation to provide a growing economy, strong health and human services, and a secure and safe nation depends upon a vibrant, creative, and diverse engineering and science workforce". 1 To contribute to technological advancements, engage in global collaboration, solve complex problems, encourage a more socially just profession, and respond to the predicted shortage of American engineers, it is necessary for this nation's engineering workforce and university student bodies to be more diverse in its racial, gender, and socioeconomic (SES) representation. The lack of representation in SES is the focus of this research. The purpose of this qualitative study was to give low-SES students an opportunity to share their stories about the influences that prompted them to choose to study engineering. The research question this study addresses was: What are the influences on the lived experiences of low-SES first-generation students who pursue engineering study? This study used a phenomenological inquiry approach, purposive criterion sampling, and descriptive and topical coding. Interviews were semi-structured, and consisted of open-ended questions. Transcripts were coded to identify general and unique themes that resulted in four assertions. These low-SES first-generation students were influenced to pursue engineering study by 1) elements of engineering experienced in informal learning settings; 2) their self-identified attributes and interests and their advanced skills; 3) their understanding of the image of the field of engineering; and 4) STEM-knowledgeable individuals who offered encouragement, support, and perspective. These assertions led the first author to conclude that low-SES first-generation students who make it to college to study engineering are similar to their higher-SES peers, but low-SES students cannot have any other setback besides being low-SES and still be successful in engineering. The first author also observed that these four assertions seem to be related to forms of capital. All of these participants were eager to spend time sharing their story with the first author. They expressed appreciation that the first author cared about the influences that affected their journey to engineering and that the first author wanted to research their lived experiences. The first author felt honored to act as the phenomenologist in understanding the influences on these students in their pursuit of engineering study. © 2012 American Society for Engineering Education.