TY - JOUR
T1 - Sponsorship
T2 - 114th Annual ASEE Conference and Exposition, 2007
AU - O'Connor, Kevin
AU - Amos, Daniel
AU - Bailey, Tori
AU - Garrison, Lari
AU - Lichtenstein, Gary
AU - Loshbaugh, Heidi
AU - Jones, Marcus
AU - Seward, Derek
AU - Perhamus, Lisa
AU - Stevens, Reed
PY - 2007
Y1 - 2007
N2 - Recent educational theory emphasizes the importance of considering identity processes in studying learning and development. In engineering education, identity has been cited as central in student development, for example, as a key factor in retention of students in the discipline, in particular with regard to underrepresented groups. This paper adopts a social theory of identity to examine how dynamics of "sponsorship" relates to students' decisions of whether to remain in or switch out of engineering. This paper draws on longitudinal case studies of two students to examine the relationship between students' interests and their decisions to persist in or leave their major. We argue that students' interests become differentially identified as "intrinsic" or "extrinsic" to engineering through the work of powerful sponsors within the discipline. We argue further that a view of identity as socially produced is necessary in order to avoid taking for granted crucial aspects of disciplinary practices of identifying engineers, and in particular ways in which certain kinds of interests might be sponsored over and above others.
AB - Recent educational theory emphasizes the importance of considering identity processes in studying learning and development. In engineering education, identity has been cited as central in student development, for example, as a key factor in retention of students in the discipline, in particular with regard to underrepresented groups. This paper adopts a social theory of identity to examine how dynamics of "sponsorship" relates to students' decisions of whether to remain in or switch out of engineering. This paper draws on longitudinal case studies of two students to examine the relationship between students' interests and their decisions to persist in or leave their major. We argue that students' interests become differentially identified as "intrinsic" or "extrinsic" to engineering through the work of powerful sponsors within the discipline. We argue further that a view of identity as socially produced is necessary in order to avoid taking for granted crucial aspects of disciplinary practices of identifying engineers, and in particular ways in which certain kinds of interests might be sponsored over and above others.
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M3 - Conference article
AN - SCOPUS:85029055419
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
SN - 2153-5965
Y2 - 24 June 2007 through 27 June 2007
ER -