Van Dyke, G., & McCall, C., & Kali, M. B., & Secules, S. (2023, June), Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43707

\bibitem{asee_peer_43707}
  Van Dyke, G., \& McCall, C., \& Kali, M. B., \& Secules, S. (2023, June), \emph{Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43707

Gabriel Van Dyke, Cassandra McCall, Maimuna Begum Kali, and Stephen Secules.  "Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43707 Internet.  28 May, 2024

\bibitem{asee_peer_43707}
  Gabriel Van Dyke, Cassandra McCall, Maimuna Begum Kali, and Stephen Secules.
  "Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43707 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_43707
author = "Gabriel Van Dyke, Cassandra McCall, Maimuna Begum Kali, and Stephen Secules"
title = "Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43707}
number = {10.18260/1-2--43707}
}

TY  - CPAPER
AB  - During their engineering programs, undergraduate students participate in the culture of engineering education to make meaning of themselves as they form professional identities. In this paper, we draw from Holland and colleagues’ theory of identity, agency, and figured worlds to further understand how undergraduate students make meaning of their identities as they participate in the figured world of engineering education. Our thematic narrative analysis revealed two types of narratives: (1) Narratives of Coherence that highlight the ways participants reconfigure normative identity roles in figured worlds to make space for their minoritized identities within engineering education, and (2) Narratives of Separation where participants maintain normative identity roles by either intentionally or unintentionally separating their minoritized identities from engineering activities. These findings point to strategies of perspective-building for supporting students and providing opportunities for contributing to a broader culture of inclusion in engineering classrooms.
AU  - Gabriel Van Dyke
AU  - Cassandra McCall
AU  - Maimuna Begum Kali
AU  - Stephen Secules
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Narratives of Identity Coherence and Separation in the Figured Worlds of Undergraduate Engineering Education
UR  - https://peer.asee.org/43707
DO  - 10.18260/1-2--43707
ER  -