Engineering Student Identities And The Navigation Of The Undergraduate Curriculum
Engineering Student Identities And The Navigation Of The Undergraduate Curriculum
复制标题
工科学生的身份与本科课程的导航
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
T. D. Feer
中科院分区：
文献类型：
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作者：
D. Nash;T. D. Feer
最近的教育理论强调在研究学习和发展时考虑身份过程的重要性。在工程教育中，身份被认为是学生发展的核心，例如，作为保留学生在该学科中的关键因素。本文探讨了身份与学生是否继续选择工程专业的决定之间的关系。我们对两名学生进行案例研究，她们都是女性，而且都是代表性不足的少数群体的成员。一位成功进入了她想要的专业，一位正在考虑离开工程学。我们认为，虽然每位女性对工程教育应提供的内容持不同立场，但她们对这种教育经历表现出共同的观点，但我们认为这令人不安。我们的分析旨在阐明我们的民族志方法，并探索这些女性所持观点对工程教育更广泛的可能意义。
Recent educational theory emphasizes the importance of considering identity processes in studying learning and development. In engineering education, identity has been cited as central in student development, for example, as a key factor in retention of students in the discipline. This paper examines how identity relates to students’ decisions about whether to remain in or switch out of engineering majors. We develop case studies of two students, both women and both members of underrepresented minority groups. One successfully gained admittance into her desired major, and one is considering leaving engineering. We argue that while each woman takes a different position on what engineering education should offer, both display a common, and we argue troubling, view of this educational experience. Our analysis seeks to explicate our ethnographic methods and to explore the broader possible significance for engineering education of the views that these women hold.