ABSTRACT
This chapter discusses students’ motivations for studying engineering, the opportunities and functionings they value most from their education and perceptions on their future roles in society. The complex interplay between these dimensions of individual and professional well-being is discussed in relation to the potential created by their education for these students to practice socially just engineering in their prospective careers. The chapter also emphasizes the value of connecting apparently abstract and apolitical concepts with questions about power and inequality in order to encourage students to critique the dominant economic and cultural values found in the engineering industry and to consider that there might be more just alternatives.
