Article

Journal of Science Education and Technology

, Volume 14, Issue 5, pp 483-493

First online:

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

  • Erika D. TateAffiliated withEducation in Math, Science and Technology Program, Graduate, School of Education, University of California Email author 
  • , Marcia C. LinnAffiliated withEducation in Math, Science and Technology Program, Graduate, School of Education, University of California

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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.

Key Words

engineering multiple identities female underrepresented