Professional Engineering Socialization at the Intersection of Collective Constructions of Expectations and Individual Shame Experiences
References
- Akpanudo, U. M., Huff, J. L., & Godwin, A. (2018). Exploration of Relationships between Conformity to Masculine Social Norms and Demographic Characteristics. Paper presented at the 2018 IEEE Frontiers in Education Conference (FIE). DOI: 10.1109/FIE.2018.8658515
- Ang, R. P., & Huan, V. S. (2006). Academic Expectations Stress Inventory:Development, Factor Analysis, Reliability, and Validity. Educational and Psychological Measurement, 66(3), 522–539. DOI: 10.1177/0013164405282461
- Archer
Jr , J., & Lamnin, A. (1985). An Investigation of Personal and Academic Stressors on College Campuses. Journal of College Student Personnel, 26(3), 210–215. - Bahmani, D. S., Faraji, P., Faraji, R., Lang, U. E., Holsboer-Trachsler, E., & Brand, S. (2018). Is emotional functioning related to academic achievement among university students? Results from a cross-sectional Iranian sample. Revista Brasileira de Psiquiatria, 40(3), 290–295. DOI: 10.1590/1516-4446-2017-2434
- Bayram, N., & Bilgel, N. (2008). The prevalence and socio-demographic correlations of depression, anxiety and stress among a group of university students. Social Psychiatry & Psychiatric Epidemiology, 43(8), 667–672. DOI: 10.1007/s00127-008-0345-x
- Bazeley, P. (2007). Qualitative data analysis with NVivo (2nd ed.). Los Angeles; London: SAGE.
- Bédard, D., Lison, C., Dalle, D., Côté, D., & Boutin, N. (2012). Problem-based and project-based learning in engineering and medicine: Determinants of students’ engagement and persistance. Interdisciplinary Journal of Problem-based Learning, 6(2), 7–30. DOI: 10.7771/1541-5015.1355
- Bond, M. E. (2009). Exposing shame and its effect on clinical nursing education. Journal of Nursing Education, 48(3), 132–140. DOI: 10.3928/01484834-20090301-02
- Bottesi, G., Martignon, A., Cerea, S., & Ghisi, M. (2018). Worry and associated cognitive features in Italian university students: Does gender make a difference? Personality and Individual differences, 126, 38–43. DOI: 10.1016/j.paid.2018.01.016
- Brainard, S. G., & Carlin, L. (1998). A six-year longitudinal study of undergraduate women in engineering and science. Journal of Engineering Education, 87(4), 369–375. DOI: 10.1002/j.2168-9830.1998.tb00367.x
- Brown, B. (2006). Shame resilience theory: A grounded theory study on women and shame. Families in Society: The Journal of Contemporary Social Services, 87(1), 43–52. DOI: 10.1606/1044-3894.3483
- Burleson, S. D., Major, D. A., Hu, X., & Shryock, K. J. (2021). Linking undergraduate professional identity development in engineering to major embeddedness and persistence. Journal of Vocational Behavior, 128,
103590 . DOI: 10.1016/j.jvb.2021.103590 - Bynum IV, W. E., Artino
Jr , A. R., Uijtdehaage, S., Webb, A. M., & Varpio, L. (2019). Sentinel emotional events: The nature, triggers, and effects of shame experiences in medical residents. Academic Medicine, 94(1), 85–93. DOI: 10.1097/ACM.0000000000002479 - Carleton, R. N., Norton, M. A. P. J., & Asmundson, G. J. G. (2007). Fearing the unknown: A short version of the Intolerance of Uncertainty Scale. Journal of Anxiety Disorders, 21(1), 105–117. DOI: 10.1016/j.janxdis.2006.03.014
- Cech, E. A. (2014). Culture of disengagement in engineering education? Science, Technology, & Human Values, 39(1), 42–72. DOI: 10.1177/0162243913504305
- Cokley, K., McClain, S., Enciso, A., & Martinez, M. (2013). An examination of the impact of minority status stress and impostor feelings on the mental health of diverse ethnic minority college students. Journal of Multicultural Counseling and Development, 41(2), 82–95. DOI: 10.1002/j.2161-1912.2013.00029.x
- Collings, R. D., & Eaton, L. G. (2021). The Study Place Project: Using reciprocal determinism to improve first-year college GPA and retention. College Student Journal, 55(1), 89–103. Retrieved from
https://www.ingentaconnect.com/content/prin/csj/2021/00000055/00000001/art00010 - Committee on Public Understanding of Engineering Messages. (2008). Changing the Conversation: Messages for Improving Public Understanding of Engineering. Washington, DC: National Academy of Engineering.
- Conefrey, T. (2001). Sexual Discrimination and Women’s Retention Rates in Science and Engineering Programs. Feminist Teacher, 13(3), 170–192. Retrieved from
www.jstor.org/stable/40545972 - Daniels, M. A., & Robinson, S. L. (2019). The shame of it all: A review of shame in organizational life. Journal of Management, 45(6), 2448–2473. DOI: 10.1177/0149206318817604
- Davies, S., & Guppy, N. (1997). Fields of study, college selectivity, and student inequalities in higher education. Social Forces, 75(4), 1417–1438. DOI: 10.2307/2580677
- Davis, S. K., & Hadwin, A. F. (2021). Exploring differences in psychological well-being and self-regulated learning in university student success. Frontline Learning Research, 9(1), 30–43. DOI: 10.14786/flr.v9i1.581
- De Castella, K., Byrne, D., & Covington, M. (2013). Unmotivated or motivated to fail? A cross-cultural study of achievement motivation, fear of failure, and student disengagement. Journal of Educational Psychology, 105(3), 861. DOI: 10.1037/a0032464
- Diehl, K., Jansen, C., Ishchanova, K., & Hilger-Kolb, J. (2018). Loneliness at universities: determinants of emotional and social loneliness among students. International Journal of Environmental Research and Public Health, 15(9), 1865. DOI: 10.3390/ijerph15091865
- Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20–24.
- Fabre, M. (2015). Penser la formation.
- Faulkner, W. (2007). Nuts and bolts and people’s gender-troubled engineering identities. Social Studies of Science, 37(3), 331–356. DOI: 10.1007/978-3-319-16172-3_2
- Felder, R. (1988). Impostors everywhere. Chemical Engineering Education, 22(4), 168–169. DOI: 10.1111/j.1365-2923.1988.tb00430.x
- Foor, C. E., Walden, S. E., & Trytten, D. A. (2007). “I wish that I belonged more in this whole engineering group:” Achieving individual diversity. Journal of Engineering Education, 96(2), 103–115. DOI: 10.1002/j.2168-9830.2007.tb00921.x
- Furry, A. N., & Sy, S. R. (2015). The influence of perceived parental expectations and pressures on women’s academic achievement during the first year of college. Journal of The First-Year Experience & Students in Transition, 27(1), 49–67.
- Garibay, J. C. (2015). STEM students’ social agency and views on working for social change: Are STEM disciplines developing socially and civically responsible students? Journal of Research in Science Teaching, 52(5), 610–632. DOI: 10.1002/tea.21203
- Geertz, C. (1974). From the native’s point of view: On the nature of anthropological understanding. Bulletin of the American Academy of Arts and Sciences, 28(1), 26–45. DOI: 10.2307/3822971
- Godfrey, E., Aubrey, T., & King, R. (2010). Who leaves and who stays? Retention and attrition in engineering education. Journal of Engineering Education, 5(2), 26–40. DOI: 10.11120/ened.2010.05020026
- Godfrey, E., & Parker, L. (2010). Mapping the cultural landscape in engineering education. Journal of Engineering Education, 99(1), 5–22. DOI: 10.1002/j.2168-9830.2010.tb01038.x
- Grayson, P. (1998). A fast and bumpy ride: Students and therapy in an ever changing environment. Journal of College Student Psychotherapy, 13(1), 3–13. DOI: 10.1300/J035v13n01_02.
- Hackett, G., Betz, N. E., Casas, J. M., & Rocha-Singh, I. A. (1992). Gender, ethnicity, and social cognitive factors predicting the academic achievement of students in engineering. Journal of Counseling Psychology, 39(4), 527. DOI: 10.1037/0022-0167.39.4.527
- Hall, N. C., & Sverdlik, A. (2016). Encouraging realistic expectations in STEM students: paradoxical effects of a motivational intervention. Frontiers in Psychology, 7, 1109–1109. DOI: 10.3389/fpsyg.2016.01109
- Heinrich, L. M., & Gullone, E. (2006). The clinical significance of loneliness: A literature review. Clinical Psychology Review, 26(6), 695–718. DOI: 10.1016/j.cpr.2006.04.002
- Herring, C., & Walther, J. (2016). Academic help-seeking as a stand-alone, metacognitive action: An empirical study of experiences and behaviors in undergraduate engineering students. Paper presented at the 2016 ASEE Annual Conference & Exposition. DOI: 10.18260/p.26490
- Hochanadel, A., & Finamore, D. (2015). Fixed and growth mindset in education and how grit helps students persist in the face of adversity. Journal of International Education Research (JIER), 11(1), 47–50. DOI: 10.19030/jier.v11i1.9099
- Holland, D., Lachicotte, W.,
Jr. , Skinner, D., & Cain, C. (2001). Identity and agency in cultural worlds: Harvard University Press. - Holth, L., & Mellstrom, U. (2011). Revisiting engineering, masculinity and technology studies: Old structures with new openings. International Journal of Gender, Science and Technology, 3(2), 313–329. Retrieved from
http://genderandset.open.ac.uk/index.php/genderandset/article/viewFile/134/328 - Huff, J. L., Okai, B., Shanachilubwa, K., Sochacka, N. W., & Walther, J. (2021). Unpacking professional shame: Patterns of White male engineering students living in and out of threats to their identities. Journal of Engineering Education, 110(2), 414–436. DOI: 10.1002/jee.20381
- Huff, J. L., Walther, J., Sochacka, N. W., Sharbine, M. B., & Kamanda, H. (2020). Coupling methodological commitments to make sense of socio-psychological experience. Studies in Engineering Education, 1(2). DOI: 10.21061/see.29
- Hull, K., Lawford, H., Hood, S., Oliveira, V., Murray, M., Trempe, M., … Jensen, M. (2019). Student Anxiety and Evaluation. Collected Essays on Learning and Teaching, 12, 23–35. DOI: 10.22329/celt.v12i0.5409
- Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among college students. Journal of Adolescent Health, 46(1), 3–10. DOI: 10.1016/j.jadohealth.2009.08.008
- Jensen, K. J., & Cross, K. J. (2021). Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion. Journal of Engineering Education. DOI: 10.1002/jee.20391
- Jones, B. D., Ruff, C., & Paretti, M. C. (2013). The impact of engineering identification and stereotypes on undergraduate women’s achievement and persistence in engineering. Social Psychology of Education: An International Journal, 16(3), 471–493. DOI: 10.1007/s11218-013-9222-x
- Kamanda, H., Walther, J., Wilson, D., Brewer, M. A., & Sochacka, N. W. (2020). The role of expectations in the educational experience and professional socialization of engineering students. Journal of Higher Education Theory and Practice, 20(15), 49–67. DOI: 10.33423/jhetp.v20i15.3937
- Lewis, H., Block. (1971). Shame and guilt in neurosis. Psychoanalytic Review, 58(3), 419–438.
- Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B. (2009). Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education, 98(1), 27–38. DOI: 10.1002/j.2168-9830.2009.tb01003.x
- Mazzurco, A., & Daniel, S. (2020). Socio-technical thinking of students and practitioners in the context of humanitarian engineering. Journal of Engineering Education, 109(2), 243–261. DOI: 10.1002/jee.20307
- McIntyre, J. C., Worsley, J., Corcoran, R., Harrison Woods, P., & Bentall, R. P. (2018). Academic and non-academic predictors of student psychological distress: The role of social identity and loneliness. Journal of Mental Health, 27(3), 230–239. DOI: 10.1080/09638237.2018.1437608
- McLean, C., Lewis, S., Copeland, J., Lintern, S., & O’Neill, B. K. (1997). Masculinity and the culture of engineering. Australasian Journal of Engineering Education, 7(2), 143–156.
- Morton, T. R., Gee, D. S., & Woodson, A. N. (2020). Being vs. becoming: Transcending STEM identity development through Afropessimism, moving toward a Black X consciousness in STEM. The Journal of Negro Education, 88(3), 327–342. DOI: 10.7709/jnegroeducation.88.3.0327
- Parkman, A. (2016). The imposter phenomenon in higher education: Incidence and impact. Journal of Higher Education Theory and Practice, 16(1), 51–60. Retrieved from
http://www.m.www.na-businesspress.com/JHETP/ParkmanA_Web16_1_.pdf - Pawley, A. L. (2009). Universalized narratives: Patterns in how faculty members define “engineering”. Journal of Engineering Education, 98(4), 309–319. DOI: 10.1002/j.2168-9830.2009.tb01029.x
- Pawley, A. L. (2017). Shifting the “default”: The case for making diversity the expected condition for engineering education and making Whiteness and maleness visible: Shifting the “default”. Journal of Engineering Education, 106. DOI: 10.1002/jee.20181
- Reddy, K. J., Karishmarajanmenon, M. S., & Anjanathattil. (2018). Academic sress and its sources among university students. Biomedical and Pharmacology Journal, 11. DOI: 10.13005/bpj/1404
- Richards, L. (2005). Handling qualitative data: a practical guide. London; Thousand Oaks, CA: SAGE Publications.
- Riegle-Crumb, C., King, B., & Irizarry, Y. (2019). Does STEM stand out? Examining racial/ethnic gaps in persistence across postsecondary fields. Educational Researcher, 48(3), 133–144. DOI: 10.3102/0013189X19831006
- Riley, D. (2017). Rigor/Us: Building boundaries and disciplining diversity with standards of merit. Engineering Studies, 9(3), 249–265. DOI: 10.1080/19378629.2017.1408631
- Sagebiel, F., & Dahmen, J. (2006). Masculinities in organizational cultures in engineering education in Europe: Results of the European Union Project WomEng. European Journal of Engineering Education, 31(1), 5–14. DOI: 10.1080/03043790500429922
- Santiago, A. M., & Einarson, M. K. (1998). Background characteristics as predictors of academic self-confidence and academic self-efficacy among graduate science and engineering students. Research in Higher Education, 39(2), 163–198. Retrieved from
https://www.jstor.org/stable/40196292 - Schafer, W. (1996). Stress management for wellness. Harcourt Brace College Publishers.
- Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173–208. DOI: 10.1007/BF01320134
- Secules, S., Sochacka, N. W., Huff, J. L., & Walther, J. (2021). The social construction of professional shame for undergraduate engineering students. Journal of Engineering Education, 110(4), 861–884. DOI: 10.1002/jee.20419
- Settles, I. H., Buchanan, N. T., & Dotson, K. (2019). Scrutinized but not recognized:(In) visibility and hypervisibility experiences of faculty of color. Journal of Vocational Behavior, 113, 62–74. DOI: 10.1016/j.jvb.2018.06.003
- Seymour, E., & Hewitt, N. M. (1997). Talking about leaving. Boulder, CO: Westview Press.
- Slaton, A. E. (2010). Race, rigor, and selectivity in US engineering: The history of an occupational color line. Harvard University Press.
- Sochacka, N. W., Walther, J., Rich, J. R., & Brewer, M. A. (2021). A narrative analysis of stories told about engineering in the public discourse: Implications for equity and inclusion in engineering. Studies in Engineering Education, 2(2). DOI: 10.21061/see.55
- Sommerfeld, A. K. (2016). Education as a collective accomplishment: How personal, peer, and parent expectations interact to promote degree attainment. Social Psychology of Education, 19(2), 345–365. DOI: 10.1007/s11218-015-9325-7
- Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in Higher Education, 41(5), 581–592. DOI: 10.1023/A:1007094931292
- Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271. DOI: 10.1037/0003-066X.62.4.271
- Tangney, J. P., & Dearing, R. L. (2003). Shame and guilt. Guilford Press.
- Tempelaar, D. T., Niculescu, A., Rienties, B., Gijselaers, W. H., & Giesbers, B. (2012). How achievement emotions impact students’ decisions for online learning, and what precedes those emotions. The Internet and Higher Education, 15(3), 161–169. DOI: 10.1016/j.iheduc.2011.10.003
- Thompson, T., Davis, H., & Davidson, J. (1998). Attributional and affective responses of impostors to academic success and failure outcomes. Personality and Individual differences, 25(2), 381–396. DOI: 10.1016/S0191-8869(98)00065-8
- Turner, J. E., & Husman, J. (2008). Emotional and cognitive self-regulation following academic shame. Journal of Advanced Academics, 20(1), 138–173. DOI: 10.4219/jaa-2008-864
- Turner, J. E., Husman, J., & Schallert, D. L. (2002). The importance of students’ goals in their emotional experience of academic failure: Investigating the precursors and consequences of shame. Educational Psychologist, 37(2), 79–89. DOI: 10.4324/9781410608628-3
- Valerio, J. (2014). Attrition in Science, Technology, Engineering, and Mathematics (STEM) Education: Data and Analysis. New York: Nova Science Publishers, Inc.
- Vasconcelos, R. M., & Almeida, L. S. (2018). Academic Expectations for Engineering Freshmen: Gender Differences. Paper presented at the 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). DOI: 10.1109/TALE.2018.8615271
- Viviane, S., Alex, M., Nicole, D., Nina, A., Yoi, T., & Judith, M. H. (2018). The longitudinal effects of STEM identity and gender on flourishing and achievement in college physics. International Journal of STEM Education, 5(1), 1–14. DOI: 10.1186/s40594-018-0137-0
- Walther, J., Brewer, M. A., Sochacka, N. W., & Miller, S. E. (2020). Empathy and engineering formation. Journal of Engineering Education, 109(1), 11–33. DOI: 10.1002/jee.20301
- Walther, J., Sochacka, N. W., & Kellam, N. N. (2013). Quality in interpretive engineering education research: Reflections on an example study. Journal of Engineering Education, 102(4), 626–659. DOI: 10.1002/jee.20029
- Webb, R. M., Lubinski, D., & Benbow, C. P. (2002). Mathematically facile adolescents with math-science aspirations: New perspectives on their educational and vocational development. Journal of Educational Psychology, 94(4), 785–794. DOI: 10.1037/0022-0663.94.4.785
- Wirtz, E., Dunford, A., Berger, E., Briody, E., Guruprasad, G., & Senkpeil, R. (2018). Resource usage and usefulness: academic help-seeking behaviours of undergraduate engineering students. Australasian Journal of Engineering Education, 23(2), 62–70. DOI: 10.1080/22054952.2018.1525889
- Witt-Rose, D. L. (2003). Student self-efficacy in college science: An investigation of gender, age, and academic achievement. (Master of Science). University of Wisconsin-Stout, Retrieved from
https://minds.wisconsin.edu/bitstream/handle/1793/41139/2003wittrosed.pdf?sequence=1 - Yusuf, M. (2011). The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on students’ academic achievement. Procedia-Social and Behavioral Sciences, 15, 2623–2626. DOI: 10.1016/j.sbspro.2011.04.158
DOI: https://doi.org/10.21061/see.83 | Journal eISSN: 2690-5450
Language: English
Page range: 1 - 27
Submitted on: Aug 23, 2021
Accepted on: Dec 19, 2021
Published on: Feb 25, 2022
Published by: Virginia Tech Publishing
In partnership with: Paradigm Publishing Services
© 2022 Hindolo Kamanda, Joachim Walther, Davis Wilson, Nicola Sochacka, James Huff, published by Virginia Tech Publishing
This work is licensed under the Creative Commons Attribution 4.0 License.