Scoring Rubric Development: Validity and Reliability

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“Not an Engineer Yet”: Manifestations of Liminal Engineering Identities

Background: Prior work has shown the importance of engineering identity formation for student success and persistence in engineering. While research has explored how engineering identity is formed, less attention has been given to liminal engineering identities&mdash;identities that exist between two commonly identified ones, such as the identity of being an engineering student and that of being an engineering professional&mdash;and the qualities of liminality that might impact this identity formation. Purpose/Hypothesis: This paper addresses the research question, &ldquo;How do engineering students talk about their liminal engineering identities?&rdquo; Design/Method: Through eleven focus groups held with engineering students at two U.S. universities, evidence of liminal engineering identities emerged. Focus group data was analyzed iteratively using an inductive analysis process due to the emergent nature of this study. Results: Our analysis found six categories for the reasons and justifications students gave for their liminal engineering identities: Mindsets and Related Personal Characteristics; Knowledge; Experience; Engineering Coursework and Degrees; the &ldquo;Real World&rdquo;; and Other People. We found that these categories sat on a continuum between an internal or self-driven sense of identity and an external or other-driven sense of identity. Conclusions: This work applies the concept of liminal identity to engineering education, emphasizing that engineering identity is more than an either/or prospect. It makes evident the intricate and intersecting ways in which students construct and justify their emerging engineering identities, and illuminates the reasons students give for refraining from fully adopting an engineering identity. &nbsp;</p

Forms of Science Capital Mobilized in Adolescents’ Engineering Projects

The purpose of this multiple case study was to identify the forms of science capital that six groups of adolescents mobilized toward the realization of their self-selected engineering projects during after-school meetings. Research participants were high school students who self-identified as Hispanic, Latina, or Latino; who had received English as a Second Language (ESL) services; and whose parents or guardians had immigrated to the United States and held working class jobs. The research team used categories from Bourdieusian theories of capital to identify the forms of science capital mobilized by the participants. Data sources included transcripts from monthly interviews and from bi-monthly group meetings during which the group members worked on their engineering projects. Data analysis indicated that the groups activated science capital in the following categories: embodied capital in the form of formal scientific knowledge, literacy practices, and experiences with solving everyday problems; social capital in the form of connections with authorities, experts, and peers; objectified capital in the form of information and communication technologies (ICTs) and measuring tools; and institutional capital in the form of awards and titles. The participants co-mobilized multiple forms of science capital to advance their engineering projects, and some instances of co-mobilization enabled the future activation of subsequent forms of science capital. Engineering, as a vehicle for learning science, provided the youth with opportunities to draw from diverse community resources and from multilingual literacy practices, recasting these resources and skills as forms of science capital, which were mobilized toward the attainment of other high-status forms of science capital