The Missing Misrecognition in Recognition and Engineering Identity Research

Annie Yong Patrick; Joseph M LeDoux; Sara Schley

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Conference: 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: Arlington, Virginia
Publication Date: February 25, 2024
Start Date: February 25, 2024
End Date: February 27, 2024
Conference Session: Track 7: Technical Session 3: The Missing Misrecognition in Recognition and Engineering Identity Research
Tagged Topics: Diversity and CoNECD Paper Sessions
Page Count: 32
DOI: 10.18260/1-2--45486
Permanent URL: https://strategy.asee.org/45486
Download Count: 12

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Paper Authors

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Annie Yong Patrick Georgia Tech

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Annie Y. Patrick is a Post-Doctoral Fellow in the Studio for Transforming Engineering Learning and Research (STELAR) Lab in the Coulter Department of Biomedical Engineering at Georgia Tech. She received a bachelor’s degree in Psychology from Mississippi College and an associate’s degree in Nursing from Holmes Community College. After a fulfilling nursing career working in a variety of specialties, she became interested in technology while studying Library and Information Science and completed a master’s degree in network technology and cyber assurance at East Carolina University. She received her doctorate degree in Science and Technology Studies (STS) from Virginia Tech. She works as an applied scholar in interdisciplinary spaces focused on the groundwork of sociological participation, engineering studies, social (in)visibility, care work, and social justice.

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Joseph M LeDoux Georgia Institute of Technology

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Joe Le Doux is the Executive Director for Learning and Training in the Department of Biomedical Engineering at Georgia Tech and Emory University. Dr. Le Doux's research interests include narrative and inclusive pedagogies and practices.

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Sara Schley Schley Rochester Institute of Technology (NTID) orcid.org/0000-0003-1327-4572

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Sara Schley is a Professor in the Masters in Secondary Science Education in NTID at RIT, and director of the Research Center for Teaching and Learning at NTID, where diverse teams of faculty and students conduct research to improve deaf education . She h

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Abstract

Engineering identity and its subcomponent, recognition, is a highly researched topic within engineering education. Numerous studies have shown that recognition is connected to increased student retention and an engineering student’s sense of belonging (Hatmaker, 2013; Rover, 2008). Additionally, recognition is an invaluable research topic because of its connection to understanding how students form relationships within engineering, its ability to verify the other two components of engineering identity: competency and performance, and more importantly, its ability to parse the experience of underrepresented and marginalized students in STEM (Carlone & Johnson, 2007; Rodriquez et al., 2017; Rohde et al., 2019).

However, most of the research regarding recognition has been limited to quantitative studies that have used survey assessments to measure how much students recognize themselves as engineers and how much a limited selection of people in their lives (family, friends, peers, and instructors) recognize them as engineers (Cribbs et al., 2015; Godwin, 2016; Kendall et al., 2019; Prybutok et al., 2016). Though these studies have made invaluable contributions, these studies have not explored student’s lived experiences of recognition, they have ignored the social and cultural contexts that impact recognition, and perhaps more importantly, missed an opportunity to identify and understand the opposite of recognition: misrecognition and its consequences upon marginalized communities in engineering education.

This paper discusses our findings from a qualitative study that interviewed fifteen biomedical engineering (BME) undergraduate students that identified as female and of Black ethnicity. Though previous studies measured students’ engineering self-perception and their perceptions of a limited few close to them, this study uncovered valuable findings regarding the student’s experience of recognition and misrecognition. First, this study highlights the missing discussion regarding misrecognition when discussing recognition. This leads to the second topic of how the recognition experiences of students of color are replete with misrecognition and a lack of recognition, especially within the classroom. Finally, this paper provides a framework and language to identify and understand these experiences of misrecognition within engineering education among students of color.

Citation
Format

Patrick, A. Y., & LeDoux, J. M., & Schley, S. (2024, February), The Missing Misrecognition in Recognition and Engineering Identity Research Paper presented at 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD), Arlington, Virginia. 10.18260/1-2--45486

TY  - CPAPER
AB  - Engineering identity and its subcomponent, recognition, is a highly researched topic within engineering education.  Numerous studies have shown that recognition is connected to increased student retention and an engineering student’s sense of belonging (Hatmaker, 2013; Rover, 2008).  Additionally, recognition is an invaluable research topic because of its connection to understanding how students form relationships within engineering, its ability to verify the other two components of engineering identity: competency and performance, and more importantly, its ability to parse the experience of underrepresented and marginalized students in STEM (Carlone &amp;amp; Johnson, 2007; Rodriquez et al., 2017; Rohde et al., 2019). 

However, most of the research regarding recognition has been limited to quantitative studies that have used survey assessments to measure how much students recognize themselves as engineers and how much a limited selection of people in their lives (family, friends, peers, and instructors) recognize them as engineers (Cribbs et al., 2015; Godwin, 2016; Kendall et al., 2019; Prybutok et al., 2016).  Though these studies have made invaluable contributions, these studies have not explored student’s lived experiences of recognition, they have ignored the social and cultural contexts that impact recognition, and perhaps more importantly, missed an opportunity to identify and understand the opposite of recognition: misrecognition and its consequences upon marginalized communities in engineering education. 

This paper discusses our findings from a qualitative study that interviewed fifteen biomedical engineering (BME) undergraduate students that identified as female and of Black ethnicity.  Though previous studies measured students’ engineering self-perception and their perceptions of a limited few close to them, this study uncovered valuable findings regarding the student’s experience of recognition and misrecognition.  First, this study highlights the missing discussion regarding misrecognition when discussing recognition. This leads to the second topic of how the recognition experiences of students of color are replete with misrecognition and a lack of recognition, especially within the classroom.  Finally, this paper provides a framework and language to identify and understand these experiences of misrecognition within engineering education among students of color.  



AU  - Annie Yong Patrick
AU  - Joseph M LeDoux
AU  - Sara Schley Schley
CY  - Arlington, Virginia
DA  - 2024/02/25
PB  - ASEE Conferences
TI  - The Missing Misrecognition in Recognition and Engineering Identity Research 
UR  - https://strategy.asee.org/45486
DO  - 10.18260/1-2--45486
ER  -