Authors:

Rebecca Strain

Date Created:

Not specified

Course Title:

Professor:

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About Paper:

Prior identified discrepancies between the self-identified and reflected appraisals of masculinity for those assigned female at birth (AFAB) in physics classes. This was correlated with a lower sense of belonging, which is a key part of developing engineering identity and completing an engineering degree. The objective of the research was to investigate these relationships using data collected in engineering physics I & II classes. Students were asked to rate their self-identified and reflected appraisals (i.e., how they think others view them) of gender on a gradational scale for both masculine and feminine qualities. They were also asked a series of questions about their physics and engineering identity (i.e. how well the student believes they belong in their respective major and/or physics class). Using regression analysis, it was observed that AFAB students felt more seen as an engineer if they felt others didn't perceive them as highly feminine. Curiously, those assigned male at birth (AMAB) reported that feeling more masculine internally than they felt they were perceived made them feel more like an engineer, but the effect was much smaller than for those AFAB. These data support the fact that AFAB students seem to not only be more attuned to how they perform their gender in engineering, but also that it has a larger impact on their identity as engineers.

Source:

Auburn University / College of Sciences and Mathematics / 2025

Topics:

No topics listed

Co-authors:

Rebecca Strain