Enhancing (future) students’ sense of belonging to increase diversity and inclusion in engineering

The shortage of engineering talent leads to a loss in economic output. This shortagecombat has to be fought on several fronts, one of them is attracting and retaining more currently underrepresented students. This paper discusses the need to improve a sense of belonging and to increase professional awareness, or the understanding of the different roles an engineer can take on, in order to increase diversity in engineering. Based on an extensive literature review an overview is given of previous research on this topic from an interdisciplinary perspective. Research has shown that professional identity development has high impact on persistence and study success. Although identity development is a hot topic in engineering education research, several studies indicate that engineering students still have difficulties in grasping what it is to be an engineer and often fall back upon the rather stereotypical, harsh technological, male image. However, research also shows that it is important for students to know what to expect and value in order to develop feelings of belonging or fit. The former European project PREFER has developed promising tools in this regard. However, these tools have not been tested regarding inclusiveness. The paper also outlines the next steps that will be taken by the authors as part of an interdisciplinary project URGENT to increase attractiveness and retention of underrepresented groups in engineering education. This URGENT project proceeds on the outcomes of the PREFER project and will focus on the attraction and retention of female students and students with a migration background

Corrigendum: Editorial: Sex and gender effects on power, status, dominance, and leadership – an interdisciplinary look at human and other mammalian societies

In the published article, there was an error in Research investigating sex effects in non-human mammals, paragraph 5. We omitted a few words in two places of the same sentence. The sentence previously stated: “Several papers in this Research Topic investigated whether the degree of dominance of females over males depends on morphological, demographic or ecological factors such as relative body size, adult sex ratio, sexual maturity or mating season.” The corrected sentence appears below: “Several papers in this Research Topic investigated whether the degree of dominance of females over males depends on morphological, demographic, ecological or social factors such as relative body size, adult sex ratio, sexual maturity, mating season or social support.” In the published article, there was an error in Research investigating sex effects in non-human mammals, paragraph 7. We omitted a full sentence citing the results of one study of the Research Topic. This sentence previously stated: “Conversely, Koenig et al. show in wild gray langurs that male dominance appears inflexible across contexts, and that the rare events of female aggression toward males are aimed at infant protection, while most male aggression towards females occur in a feeding context. This work suggests that intersexual feeding competition may contribute to shaping male-female relationships.” The corrected sentence appears below: “Conversely, Koenig et al. show in wild gray langurs that male dominance appears inflexible across contexts, and that the rare events of female aggression toward males are aimed at infant protection, while most male aggression towards females occur in a feeding context. This work suggests that intersexual feeding competition may contribute to shaping male-female relationships. Moreover, McCormick et al. report support for the idea that sex differences in agonistic behavior as well as in social support both mediate female dominance over males in clans of spotted hyenas, even though adult females can often dominate immigrant males without any support.” In the published article, there was an error in Research investigating sex effects in non-human mammals, paragraph 8. A couple of words need to be changed to the following sentence to avoid repeats arising from the inserted sentence. This sentence previously stated: “Finally, in the female-dominated society of spotted hyenas, East et. al., show that male fitness is substantially affected by the loss of offspring due to infanticide by females.” The corrected sentence appears below: “Finally, also in spotted hyenas, East et al. show that male fitness is substantially affected by the loss of offspring due to infanticide by females.” The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.</p

The role of belonging comparisons between STEM fields in high school girls’ STEM interest

In trying to understand women’s underrepresentation in STEM (Science, Technology, Engineering, Mathematics), most existing research focuses on one STEM-field or collapses across all STEM-fields. However, these fields differ vastly in female representation: women tend to be most strongly underrepresented in technological and computer science university majors and to a lesser extent in mathematics and chemistry, while they are less underrepresented in biological sciences. To understand this variability, we examine how girls in the process of making higher education choices compare different STEM-fields to each other. We draw upon dimensional comparison theory, which argues that educational motivation involves intra-individual comparisons of achievement across school subjects. However, previous research has shown that a focus on achievement in STEM is not enough, anticipated belonging in a STEM-field plays a pivotal role in interest in pursuing that field. Consistent with this, we examined participants’ comparisons of anticipated belonging across STEM fields. A sample of 343 high school girls in STEM-focused university tracks completed a survey on their anticipated belonging and interest in pursuing different STEM majors. Latent Profile Analysis resulted in 3 profiles, showing different belonging comparison patterns across STEM-fields. Examining these comparisons – both within and across profiles – showed how girls felt pushed away from certain STEM-fields and pulled toward others. The findings suggest that for interest in pursuing specific STEM-fields it is not just about the level of anticipated belonging within that STEM-field, but just as much about the level of anticipated belonging in comparison to another STEM-field

Combining gender, work, and family identities: The cross-over and spill-over of gender norms into young adults’ work and family aspirations

The current study investigates how descriptive and prescriptive gender norms that communicate work and family identities to be (in)compatible with gender identities limit or enhance young men and women’s family and career aspirations. Results show that young adults (N=445) perceived gender norms to assign greater compatibility between female and family identities and male and work identities than vice versa, and that young men and women mirror their aspirations to this traditional division of tasks. Spill-over effects of norms across life domains and cross-over effects of norms across gender-groups indicated that young women, more than young men, aimed to ‘have it all’: mirroring their career ambitions to a male career model, while keeping their family aspirations high. Moreover, young women opposed traditional role divisions in the family domain by decreasing their family aspirations in face of norms of lower family involvement or higher career involvement of men. Conversely, in line with traditional gender roles, young men showed lower family aspirations in the face of strong male career norms; and showed increases in their career aspirations when perceiving women to take up more family roles. Young men’s family aspirations were, however, more influenced by new norms prescribing men to invest more in their family, suggesting opportunities for change. Together, these findings show that through social norms, young adults’ gender identity affects aspirations for how to manage the co-presence of their work and family identities. Altering these norms may provide leverage for change to allow both men and women to combine their multiple identities in an enriching way

Social background concealment among first-generation students

Although higher education has become more accessible to people from lower socio-economic backgrounds, the transition to university is more difficult for first- compared to continuing-generation students. Previous research showed that social identity processes are key to understand differences between first- and continuing-generation students’ experiences at university. In the present paper, we argue that social background identity concealment may occur as a coping process among first-generation students. A longitudinal study among 829 first-year university students showed that first-generation students indeed concealed their social background more at university than continuing-generation students. This was especially the case when they had experienced concerns about their social belonging at university, indicating that identity concealment resulted from concerns to fit in at university. Finally, social background concealment was related to a decrease in well-being, suggesting that concealment is a costly social identity management strategy. Instead, universities should put in efforts to increase first-generation students’ sense of belonging