Multirater Feedback of Leadership of Underrepresented Groups in a Civil Engineering Capstone Design Course
Publication: Journal of Civil Engineering Education
Volume 147, Issue 4
Abstract
This study examined self, peer, and instructor ratings of leadership behaviors in four areas: collaboration, creativity, organization/control, and competition for 98 students in one civil engineering capstone design course. There was no significant difference between ratings of students based on gender identification within or across all three rater groups. However, peer ratings for all four leadership behaviors for underrepresented race/ethnicity minorities (URM) were lower than for non-URM students. Instructor ratings were lower for international students than for domestic students. Even with low sample sizes, these results warrant further research on implicit bias in leadership ratings within engineering education, with a special focus on the bias against URM and international students.
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Data Availability Statement
The managerial behavioral instrument used in this study is available from the corresponding author upon reasonable request. Nonidentifiable survey data that support the findings of this study are available from the corresponding author upon reasonable request.
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Published In
Journal of Civil Engineering Education
Volume 147 • Issue 4 • October 2021
Copyright
© 2021 American Society of Civil Engineers.
History
Received: Jun 29, 2020
Accepted: Apr 1, 2021
Published online: May 19, 2021
Published in print: Oct 1, 2021
Discussion open until: Oct 19, 2021
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