Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudes
Civil engineering students as avoidant actors: Using culturally relevant problem‐solving to increase critical action attitudes
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土木工程专业的学生作为回避行为者：利用文化相关的问题解决来提高批判性的行动态度
DOI：
10.1002/jee.20507
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发表时间：
2023
影响因子：
3.4
通讯作者：
Kaminsky, Jessica
中科院分区：
文献类型：
--
作者：
Drake, Riley;Poleacovschi, Cristina;Faust, Kasey M.;True‐Funk, Arie;Kaminsky, Jessica
背景土木工程师设计的系统有可能影响现有的压迫性社会条件。关键行动-识别和行动的能力，对压迫条件-是土木工程师致力于建立一个更公正的世界的义务。目的/假设历史表明，土木工程师往往不采取关键行动和谴责机构（例如，ABET）通过创建考虑社会因素和背景的要求做出了回应。考虑到这些努力，我们问：在何种程度上做土木工程专业的学生表现出关键的行动态度时，提示工程问题解决？文化相关的问题解决如何影响批判性行动态度？设计/方法采用变革行动作为一个理论框架，我们评估了学生的设计问题的三个层面上，永久化或破坏压迫（回避，破坏性和关键的行动）的反应。实证研究采用定性和定量分析，以检查375土木工程本科生在12个美国universities.ResultsThe结果表明，工程专业的学生在很大程度上避免讨论采取关键行动，保持专注于技术和非技术因素，回避承认的社会政治因素。然而，当暴露于文化相关的问题解决，学生表现出统计上显着增加的关键和破坏性的行动responses.ConclusionsWe认为，学生接触到文化相关的问题解决可以提高学生的关键行动态度。结果呼吁土木工程教育工作者在土木工程课程中培养文化相关的问题解决能力。
BackgroundCivil engineers design systems that have the potential to impact existing oppressive societal conditions. Critical action—the ability to recognize and act against oppressive conditions—is an obligation for civil engineers committed to building a more just world.Purpose/HypothesisHistory reveals that civil engineers often do not take critical action and accrediting bodies (e.g., ABET) have responded by creating requirements to consider social factors and contexts. Considering these endeavors, we ask: To what extent do civil engineering students demonstrate critical action attitudes when prompted by engineering problem‐solving? In what ways does culturally relevant problem‐solving influence critical action attitudes?Design/MethodEmploying transformative action as a theoretical framework, we assessed students' responses to a design question on three levels that perpetuate or disrupt oppression (avoidant, destructive, and critical action). The empirical study used qualitative and quantitative analysis to examine survey responses of 375 civil engineering undergraduate students across 12 US universities.ResultsThe results showed that engineering students largely avoided discussing taking critical action, remaining focused on technical and nontechnical factors that evaded acknowledgement of sociopolitical factors. Nevertheless, when exposed to culturally relevant problem‐solving, students showed a statistically significant increase in both critical and destructive action responses.ConclusionsWe posit that students' exposure to culturally relevant problem‐solving can enhance students' critical action attitudes. The results call on the need for civil engineering educators to cultivate culturally relevant problem‐solving in civil engineering curriculum.
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影响因子：
3.4
作者：
Niles, Skye;Contreras, Santina;Roudbari, Shawhin;Kaminsky, Jessica;Harrison, Jill Lindsey
通讯作者：
Harrison, Jill Lindsey
DOI：
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发表时间：
1999
期刊：
影响因子：
--
作者：
M. Pantazidou;I. Nair
通讯作者：
I. Nair
第 7 章：为不同学生群体培养教师：批判种族理论视角
DOI：
--
发表时间：
1999
期刊：
影响因子：
--
作者：
Gloria Ladson
通讯作者：
Gloria Ladson
影响因子：
7.4
作者：
A. Dainty
通讯作者：
A. Dainty
超越技术细节：拓展工程思维
DOI：
--
发表时间：
1999
期刊：
影响因子：
--
作者：
S. Beder
通讯作者：
S. Beder