Critical Consciousness Development in STEM: The Role of Ethics-Focused Coursework and Peer Networks
This project examines how undergraduate engineering students develop critical consciousness—the ability to recognize social inequities, feel motivated to challenge them, and engage in informed action—within the context of required Science, Technology, and Society (STS) courses at the University of Virginia. Using a convergent mixed-methods design, this study will explore how both curricular content and peer relationships contribute to critical consciousness development in first-year engineering students over a semester. The project integrates longitudinal survey data, social network analysis, and qualitative interviews to identify curricular and social factors that facilitate or hinder critical consciousness development in Science, Technology, Engineering, and Mathematics (STEM) education. This project aims to address the following research objectives—
1. Examine whether and how students enrolled in STS courses develop critical consciousness over a semester.
2. Investigate how peer networks form and evolve in STS classes, and whether these social relationships influence students’ CC development.
