Theses and Dissertations

ORCID

0009-0001-1045-0086

Advisor

Strawderman, Lesley

Committee Member

Amirlatifi, Amin

Committee Member

Johnson, Jenna

Committee Member

Cutler White, Carol

Date of Degree

8-12-2026

Original embargo terms

Immediate Worldwide Access

Document Type

Dissertation - Open Access

Major

Engineering (Engineering Education)

Degree Name

Doctor of Philosophy (Ph.D.)

College

James Worth Bagley College of Engineering

Department

James Worth Bagley College of Engineering

Abstract

As our society becomes more technologically advanced, the need for engineers grows. Academia is tasked with preparing future engineers to meet this increasing need. However, as graduation rates continue to hover around 50%, researchers have begun to investigate what aspects of the student experience have a positive effect on the retention of engineering students. One researched topic is the relationship between engineering identity and persistence. Engineering Identity is rooted in the theoretical framework of Identity Theory, whereas Persistence is grounded in Expectancy-Value Theory. Previous research has shown a positive correlation between engineering identity and persistence among traditional university engineering students; however, gaps remain in other significant populations of engineering students, such as community college students pursuing engineering technical and transfer degrees, and university transfer students. This dissertation aimed to investigate the relationship between engineering identity and persistence among these three student populations. Findings could help shape program development aimed at increasing student retention. Study one focused on engineering students at community colleges. An 18-question survey was designed to measure the three constructs of Engineering Identity (Interest, Recognition, Performance/Competence) and the two constructs of Persistence (Expectancy, Value). Utilizing a Spearman Rank Correlation test, a positive relationship between Engineering Identity and Persistence was found. Study two expanded the community college engineering population to include students on transfer pathways to complete a 4-year engineering degree and on technical pathways to enter industry after completing the 2-year degree. The same 18-question survey was used, and the Spearman’s Rank Correlation test showed positive correlations between Engineering Identity and Persistence in both student groups. ANOVA also showed that there was no significant difference between the measures of the five constructs, Engineering Identity, and Persistence for the two groups. The final study conducted the same experiment on third-year university students and transfer students, finding that transfer students showed the same positive correlation between Engineering Identity and Persistence, with no significant difference between the groups. These results provide empirical evidence that program development to foster engineering identity can lead to the persistence of engineering students, meeting society's need for engineers.

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