1. Professional merit in engineering career advancement: Student perspectives and critiques.
- Author
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Loweth, Robert, Hoffman, Sara L., Daly, Shanna, Paborsky, Leah, and Skerlos, Steve J.
- Subjects
ENGINEERING students ,CAREER development ,MERITOCRACY ,SOCIAL justice ,IDEOLOGY - Abstract
This research paper presents findings from a preliminary study of undergraduate engineering students' perspectives on the role of professional merit in engineering career advancement. The ideology of meritocracy, i.e., the belief that personal and career successes result primarily from individual talent, training, and hard work, is a core part of engineering culture that may lead engineers to view social justice concerns as irrelevant to engineering. To better understand the extent to which engineering students hold meritocratic beliefs, we conducted interviews with 30 upper-level engineering students. We provided participants with a statement that reflected the meritocratic ideology in engineering - "Recognition and access to professional/leadership opportunities in engineering is primarily based on professional merit" - and asked participants whether the statement 1) aligned with their engineering experiences and 2) represented what engineering should be like. Twenty out of 30 participants indicated that professional merit was very important to engineering career advancement, based on their experiences. However, 24 out of 30 participants highlighted additional factors that influenced advancement, including personal connections and systemic inequities. As to whether professional merit should be the primary factor in access to opportunities, 16 participants described perspectives that aligned with the meritocratic ideology and 16 participants described significant critiques (including three participants who both supported and critiqued meritocracy). Thus, our findings indicate a mixed range of perspectives on meritocracy held by engineering students. Instructors may use our findings to guide engineering students in developing critiques of meritocracy and to support students who resist dominant narratives that engineering is meritocratic. [ABSTRACT FROM AUTHOR]
- Published
- 2022