“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities

Background: How do Indigenous engineering students describe their engineering leadership development? The field of engineering has made only slow and modest progress at increasing the participation of Indigenous people; an identity-conscious focus on leadership in engineering may help connect the pr...

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Autores principales:	Monika Kwapisz, Bryce E. Hughes, William J. Schell, Eric Ward, Tessa Sybesma
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	engineering engineering identity Indigenous STEM Indigenous students leadership identity Native American students Education L
Acceso en línea:	https://doaj.org/article/47718fdbef654950bd3c571901da3cfc
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id	oai:doaj.org-article:47718fdbef654950bd3c571901da3cfc
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spelling	oai:doaj.org-article:47718fdbef654950bd3c571901da3cfc2021-11-25T17:23:15Z“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities10.3390/educsci111106752227-7102https://doaj.org/article/47718fdbef654950bd3c571901da3cfc2021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/675https://doaj.org/toc/2227-7102Background: How do Indigenous engineering students describe their engineering leadership development? The field of engineering has made only slow and modest progress at increasing the participation of Indigenous people; an identity-conscious focus on leadership in engineering may help connect the practice of engineering with Indigenous students’ motivations and values. Methods: This study utilized a grounded theory qualitative approach to understand how Indigenous engineering students at a U.S.-based university experience engineering leadership. We explored the experiences of four Indigenous engineering students through one interview and one focus group. Results: Students pointed out how Indigenous peoples had long engaged in engineering work before contact with European settlers, and they saw an opportunity for leadership in applying their engineering knowledge in ways that uplifted their home communities. Conclusion: In addition to ways that engineering programs can better support Indigenous students who aspire to become practicing engineers, our study pointed to new directions engineering programs could take to frame engineering work as providing a toolkit to improve one’s community to leverage a wider set of motivations for entering engineering among many different communities underrepresented in engineering, including Indigenous students.Monika KwapiszBryce E. HughesWilliam J. SchellEric WardTessa SybesmaMDPI AGarticleengineeringengineering identityIndigenous STEMIndigenous studentsleadership identityNative American studentsEducationLENEducation Sciences, Vol 11, Iss 675, p 675 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	engineering engineering identity Indigenous STEM Indigenous students leadership identity Native American students Education L
spellingShingle	engineering engineering identity Indigenous STEM Indigenous students leadership identity Native American students Education L Monika Kwapisz Bryce E. Hughes William J. Schell Eric Ward Tessa Sybesma “We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities
description	Background: How do Indigenous engineering students describe their engineering leadership development? The field of engineering has made only slow and modest progress at increasing the participation of Indigenous people; an identity-conscious focus on leadership in engineering may help connect the practice of engineering with Indigenous students’ motivations and values. Methods: This study utilized a grounded theory qualitative approach to understand how Indigenous engineering students at a U.S.-based university experience engineering leadership. We explored the experiences of four Indigenous engineering students through one interview and one focus group. Results: Students pointed out how Indigenous peoples had long engaged in engineering work before contact with European settlers, and they saw an opportunity for leadership in applying their engineering knowledge in ways that uplifted their home communities. Conclusion: In addition to ways that engineering programs can better support Indigenous students who aspire to become practicing engineers, our study pointed to new directions engineering programs could take to frame engineering work as providing a toolkit to improve one’s community to leverage a wider set of motivations for entering engineering among many different communities underrepresented in engineering, including Indigenous students.
format	article
author	Monika Kwapisz Bryce E. Hughes William J. Schell Eric Ward Tessa Sybesma
author_facet	Monika Kwapisz Bryce E. Hughes William J. Schell Eric Ward Tessa Sybesma
author_sort	Monika Kwapisz
title	“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities
title_short	“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities
title_full	“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities
title_fullStr	“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities
title_full_unstemmed	“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities
title_sort	“we’ve always been engineers:” indigenous student voices on engineering and leadership identities
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/47718fdbef654950bd3c571901da3cfc
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“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities

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