2025 Theses Doctoral

The Power of Visualizing One’s Engineering Journey: An Intersectional Exploration of Undergraduate Women’s Self-Efficacy

Law, Nicola Yuen Lam

This dissertation explores the experiences of undergraduate women in engineering to examine how they describe their journeys, construct counter-narratives that challenge dominant discourses, and use visual storytelling to reflect on intersectional identity and self-efficacy. Despite ongoing diversity efforts, women remain underrepresented in engineering, constrained by stereotypes, exclusionary cultures, and limited opportunities for creative self-reflection. Informed by intersectional feminism, counter-narrative, and self-efficacy frameworks, this study explores the potential of creative and reflective practices as a medium through which women articulate their lived experiences and strengthen their voices and confidence within engineering education.

Using a comparative case study design, this research examined the experiences of two minoritized undergraduate women in engineering through semi-structured interviews, reflective worksheets, and visual storytelling sessions supported by pre- and post-surveys on self-efficacy, integrating qualitative and descriptive measures to explore how they articulated identity and self-efficacy. Thematic and multimodal analyses revealed that early exposure to STEM and supportive networks nurtured motivation, while gendered expectations and the constant need to prove competence shaped participants’ confidence and sense of belonging.

Through the creation and narration of visual representations of their journeys, participants transformed self-doubt into mastery experiences and reframed challenges as catalysts for growth. Both women redefined what it means to be an engineer by connecting technical skill with creativity, ethical purpose, and social responsibility.

These findings suggest that visual storytelling offers a powerful and reflective medium through which women can critically examine and reauthor their engineering identities. Beyond serving as an individual tool for reflection, it also functions as a collective practice that opens dialogue about intersectional barriers and inclusion within engineering culture. The study contributes both methodologically and pedagogically by integrating arts-based and feminist approaches into engineering education, positioning visual storytelling as a reflective practice and research tool that strengthens women’s self-efficacy, professional identity, and engagement in equitable learning environments.