"It's Not My Dream, Actually": Students' Identity Work across Figured Worlds of Construction Engineering in Sweden

Autor/inn/en	Gonsalves, Allison J.; Silfver, Eva; Danielsson, Anna; Berge, Maria
Titel	"It's Not My Dream, Actually": Students' Identity Work across Figured Worlds of Construction Engineering in Sweden
Quelle	In: International Journal of STEM Education, 6 (2019), Artikel 13 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gonsalves, Allison J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/s40594-019-0165-4
Schlagwörter	Foreign Countries; Engineering Education; Technical Occupations; Construction Industry; Individual Development; Identification (Psychology); Masculinity; Nontraditional Students; Sweden + Suchen Sie Ihr Suchwort? Ausland; Ingenieurausbildung; Technical occupation; Technischer Beruf; Baugewerbe; Individuelle Entwicklung; Männlichkeit; Schweden
Abstract	Background: Research in engineering education has pointed to the need for new engineers to develop a broader skill-set with an emphasis on "softer" social skills. However, there remains strong tensions in the identity work that engineers must engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills (Faulkner, Social Studies of Science 37:331-356, 2007). This study explores how three unconventional students experience these tensions in the final year of their construction engineering program, and as they move in and out of workplace field experiences. Results: Using a figured worlds framework (Holland et al., Identity and agency in cultural worlds, 1998), we explore the dominant subject positions for students in construction engineering classroom and workplaces in a 3-year Swedish engineering program. Results: Using demonstrate that dominant subject positions for construction engineers can trouble students' identity work as they move across classroom and workplace settings. Conclusions: This study expands our knowledge of the complexity of students' identity work across classroom and workplace settings. The emergence of classroom and workplace masculinities that shape the dominant subject positions available to students are shown to trouble the identity work that students engage in as they move across these learning spaces. We examine students' identity strategies that contribute to their persistence through the field. Finally, we discuss implications for teaching and research in light of students' movements across these educational contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01