Date of Graduation


Document Type


Degree Type



College of Education and Human Services


Learning Sciences and Human Development

Committee Chair

Reagan Curtis

Committee Co-Chair

Jake Follmer

Committee Member

Jake Follmer

Committee Member

Karen Rambo-Hernandez


An attempt to cultivate an inclusive learning environment in engineering is trending as a response to women's underrepresentation and a lower retention rate than men undergraduates. This study was situated in such an undergraduate engineering program where interventions were embedded in the course curriculum focusing on cultivating an inclusive engineering identity. Following a sociocultural perspective, the present study aimed to examine the relation of engineering identity with perceived academic climate, sense of belonging, and gender among two engineering cohorts (before covid and during covid context). A total of 482 first-year engineering undergraduates' survey responses were analyzed in this study using a moderated mediation model. The findings of this empirical study revealed that the sense of belonging mediated the effect of perceived diversity promotion of academic climate on engineering identity. These relationships were not found to be varied between males and females, nor before and during COVID 19 pandemic. This study shed light on the social, cognitive, and affective factors that impact engineering identity in an inclusive curriculum and informed future design of interventions.