This paper delineates the current status of our study of the experience of shame within engineering education. The overall uses interpretative phenomenological analysis (IPA) to examine the phenomenon as it presented in individuals (Phases 1.A and 2) and ethnographic methods to understand the social nature (Phase 1.B) of shame. This paper specifically focuses on Phase 2 of the study focused on the experiences of shame in engineering students who are minoritized in their departments. We report on findings of this area of the investigation and briefly discuss the broader significance related to the context of inclusivity within engineering educational space.
I am a Post-Baccalaureate Research Associate working full-time on an NSF grant. I am
a member of the Beyond Professional Identity research group based in Harding University located in
Searcy, Arkansas. I plan to further my studies in psychology through attending a graduate program for school or child psychology. It is my hope that these processes can lead to a career as both a researcher and practitioner.
Dr. James Huff is an Associate Professor of Engineering Education and Honors College Faculty Fellow at Harding University. He conducts transdisciplinary research on identity that lies at the nexus of applied psychology and engineering education. A recipient of the NSF CAREER grant (No. 2045392) and the director of the Beyond Professional Identity (BPI) lab, Dr. Huff has mentored numerous undergraduate students, doctoral students, and academic professionals from more than 10 academic disciplines in using interpretative phenomenological analysis (IPA) as a qualitative research method to examine identity and shame in a variety of contexts. Dr. Huff serves as Associate Editor for Studies in Engineering Education, Journal of Engineering Education, and is on the Editorial Board of Personality and Social Psychology Review. He has a B.S. in Computer Engineering from Harding University, an M.S. in Electrical and Computer Engineering from Purdue University, and a Ph.D. in Engineering Education from Purdue University.
Dr. Nicola Sochacka is the Associate Director for Research Initiation and Enablement in the Engineering Education Transformations Institute (EETI) in the College of Engineering at UGA. Dr. Sochacka’s research interests include systems thinking, diversity, STEAM (STEM + Art) education, and the role of empathy in engineering education and practice. Her work has been recognized through multiple best paper awards and keynote presentations at international and national conferences and workshops.
Dr. Joachim Walther is a Professor of engineering education research at the University of Georgia and the Founding Director of the Engineering Education Transformations Institute (EETI) in the College of Engineering. He is dedicated to lowering the barriers for STEM faculty and students to conduct high-quality, interpretive, educational research. He co-developed the ProQual approach, a method that is designed to demystify interpretive research for faculty and students from technical backgrounds.
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