A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
2007 Annual Conference & Exposition Proceedings
Recent educational theory emphasizes the importance of considering identity processes in studying learning and development. In engineering education, identity has been cited as central in student development, for example, as a key factor in retention of students in the discipline, in particular with regard to underrepresented groups. This paper adopts a social theory of identity to examine how dynamics of "sponsorship" relates to students' decisions of whether to remain in or switch out ofdoi:10.18260/1-2--2641 fatcat:7on4fwhnuzcsvpas3cees6vevy