How do students in different minority groups experience first-year engineering?
How do students in different minority groups experience first-year engineering?
复制标题
不同少数群体的学生如何体验第一年的工程学？
DOI：
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发表时间：
2020
影响因子：
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通讯作者：
K. Wilson
中科院分区：
文献类型：
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作者：
K. Wilson;K. Wilson
对许多学生来说，过渡到大学一年级的工程学习不仅是认知上的挑战，而且是情感上的挑战。对于少数族裔的学生来说，融入一个新的同龄人群体可能尤其具有挑战性。然而，重要的是，他们这样做是为了同龄人群体提供的社会支持，也是为了学习小组的学习支持。在堪培拉新南威尔士大学，我们的大多数工程学生是年轻的男性，澳大利亚出生的实习国防军官，还有三个不同的少数群体：年轻的女性实习军官，男女平民学生和男女成年学生。每周进行一次简短的调查，让学生们评估他们对学习的快乐和焦虑，以及他们的学习动机和孤独感，结果显示，每个少数群体的经历都截然不同。例如，女性通常比男性更不快乐，更没有动力，而且总是更累，但并不更孤立。普通学生更快乐，焦虑程度更低，而成年学生更孤立，焦虑程度更高。旨在促进社会融合的支助方案和教学做法必须灵活，并迎合个人需要，而不是采取一刀切的办法。
ABSTRACT The transition to first-year university engineering studies is not only cognitively challenging, but is also emotionally challenging for many students. For students in minority groups, it may be particularly challenging integrating with a new peer group. However, it is important that they do so both for the social support provided by a peer group, and for the learning support of a study group. At UNSW Canberra, the majority of our engineering students are young, male, Australian-born trainee defence force officers, with three additional distinct minority groups: young women trainee officers, civilian students of both genders, and mature age students of both genders. Short weekly surveys asking students to rate their happiness and anxiety about their studies, and their motivation and sense of isolation, revealed that the experience of each minority group was distinctly different. For example, the women were generally less happy and less motivated than the men and were consistently more tired, but not more isolated. The civilians were happier and less anxious while the mature age students felt more isolated and anxious. Support programmes and teaching practices designed to promote social integration need to be flexible and cater to individual needs, rather than taking a one-size-fits-all approach.
影响因子：
16.4
作者：
Fredrickson, BL
通讯作者：
Fredrickson, BL