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This article explores the concept of engineers' boundary work, focusing on their professional knowledge and interaction strategies as they navigate complex challenges. It discusses how engineers establish and defend their professional boundaries, as well as the role of gender and race in shaping these boundaries. The article also examines how engineers adapt and expand their roles, including taking on management and business responsibilities. It highlights the resistance to interdisciplinary education in engineering schools and the strategic manipulation of boundaries within collaborative projects. Additionally, the article explores the relationship between engineering and environmental activism, and the evolving attitudes towards integrating activism into professional identity. Overall, the article emphasizes that engineers' boundary work is influenced by social hierarchies and cultural norms, and is continuously renegotiated in response to changing responsibilities and societal expectations. [Extracted from the article]

This paper explores three different forms of negotiation implemented by environmentalist engineers between their professional work and their environmental activism. These engineers, members of environmentalist organizations, appropriate in different ways this conceptual professional boundary that separates and opposes the social worlds of engineering and activism. The article draws from narrative interviews with 50 environmentalist engineers that focused on the dynamics of these negotiations and their effects on biographical trajectories. The process of conforming, shifting or overstepping the boundary between profession and activism is linked to the framing of environmental causes. The precarious balances these engineers strike between work and activism thus depend on three factors: the emergence (or not) of a professional reflexivity, the adoption (or not) of a political interpretation and the reaction of hierarchical superiors and company management. [ABSTRACT FROM AUTHOR]

Positioned as part of leadership development in many organizations, 'stretch assignments' are a type of work assignment that can prove someone's readiness to advance in their career. Informed by status characteristics theory, our research investigates the frequency and expected outcomes of stretch assignments among recent engineering graduates in the workforce. Findings suggest that early-career stretch assignments, especially assignments involving new and unfamiliar areas, potentially intensify gender and racial/ethnic workforce inequality. Other types of assignments that may be more familiar and clearly-scoped to early-career engineers show a different and less inequality-intensifying pattern. We discuss why early-career engineers' assignments may be sites of inequality and the need for more focus on organizational processes around career-advancing work. [ABSTRACT FROM AUTHOR]

The article discusses the journal Engineering Studies, which has been publishing interdisciplinary work on gender, race, and power in engineering for the past fifteen years. It highlights special issues on engineering masculinities, exclusion and inclusion in engineering education, and gender dynamics in industrial design. The article also provides a list of articles published by the journal on these topics, emphasizing their high citation and readership rates. It acknowledges the lack of geographic diversity in the research, with most of the work coming from the US and Europe. The article then focuses on three specific articles in the issue that explore the experiences of early-career engineers and the impact of gender and race on their career opportunities. It concludes by encouraging more diverse research in terms of geographic locations and topics. [Extracted from the article]

While many early-career engineers in the United States leave the field of engineering in the first few years of their careers, we know little of their early professional experiences and reasoning for career plans. We conducted 33 semi-structured interviews with early-career engineers, comparing the experiences of engineers across intersections of gender and race. In particular, we examine meaningful early-career experiences and how these connect to the innate needs of autonomy, competence, and relatedness, as well as career intentions. Top moments on the job were often first-time experiences and milestones that enhanced the engineers' sense of competence. Meaningful moments connected to relatedness were more often positive than negative experiences for White men, whereas experiences undermining relatedness were more common for people of color and/or women. Connections to autonomy emerged more in bottom moments, especially for White engineers. Across different intended career pathways, early-career engineers often evaluated their experiences regarding their ability to work effectively and through social validation from peers and managers (or undermined by a lack thereof). The results indicate the need for a greater understanding of early-career affordances in supporting entry and retention in the engineering workforce by promoting individual effectiveness and social validation. [ABSTRACT FROM AUTHOR]