Figure 1
Iterative analysis process engaging the subjects in the analysis (Coso Strong et al., 2018).
Figure 2
An abbreviated timeline with four critical incidents that represent codes for support and strategy. The full timelines contained an average of 29 incidents and each included codes for situation, support, strategy, and self.
Figure 3
A visual representation of the dynamics and factors of negotiated legitimacy among early career engineering education scholars.
Figure 4
Timeline of varied success and challenges for Dr. Sydney.
Figure 5
Drs. Mallory and Diane’s timelines highlight contrasting experiences with local support. Dr. Mallory experienced consistent success from local support, while Dr. Diane’s local support was limited to her main ally after repeated ineffective support seeking attempts.