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dc.contributor.authorKwapisz, Monika
dc.contributor.authorHughes, Bryce E.
dc.contributor.authorSchell, William J
dc.contributor.authorWard, Eric
dc.contributor.authorSybesma, Tessa
dc.date.accessioned2022-09-21T22:18:16Z
dc.date.available2022-09-21T22:18:16Z
dc.date.issued2021-10
dc.identifier.citationKwapisz, M.; Hughes, B.E.; Schell, W.J.; Ward, E.; Sybesma, T. “We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identities. Educ. Sci. 2021, 11, 675. https://doi.org/10.3390/ educsci11110675en_US
dc.identifier.issn2227-7102
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/17208
dc.description.abstractBackground: How do Indigenous engineering students describe their engineering leadership development? The field of engineering has made only slow and modest progress at increasing the participation of Indigenous people; an identity-conscious focus on leadership in engineering may help connect the practice of engineering with Indigenous students’ motivations and values. Methods: This study utilized a grounded theory qualitative approach to understand how Indigenous engineering students at a U.S.-based university experience engineering leadership. We explored the experiences of four Indigenous engineering students through one interview and one focus group. Results: Students pointed out how Indigenous peoples had long engaged in engineering work before contact with European settlers, and they saw an opportunity for leadership in applying their engineering knowledge in ways that uplifted their home communities. Conclusion: In addition to ways that engineering programs can better support Indigenous students who aspire to become practicing engineers, our study pointed to new directions engineering programs could take to frame engineering work as providing a toolkit to improve one’s community to leverage a wider set of motivations for entering engineering among many different communities underrepresented in engineering, including Indigenous students.en_US
dc.language.isoen_USen_US
dc.publisherMDPI AGen_US
dc.rightscc-byen_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/en_US
dc.subjectengineering identityen_US
dc.subjectindigenous stemen_US
dc.subjectindigenous studentsen_US
dc.subjectnative american studentsen_US
dc.subjectSTEMen_US
dc.subjectSTEM inclusionen_US
dc.title“We’ve Always Been Engineers:” Indigenous Student Voices on Engineering and Leadership Identitiesen_US
dc.typeArticleen_US
mus.citation.extentfirstpage1en_US
mus.citation.extentlastpage18en_US
mus.citation.issue11en_US
mus.citation.journaltitleEducation Sciencesen_US
mus.citation.volume11en_US
mus.identifier.doi10.3390/educsci11110675en_US
mus.relation.collegeCollege of Engineeringen_US
mus.relation.departmentMechanical & Industrial Engineering.en_US
mus.relation.universityMontana State University - Bozemanen_US


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