Enhancing Engineering Identity Among Boys of Color
Enhancing Engineering Identity Among Boys of Color
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DOI：
10.7771/2157-9288.1311
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发表时间：
2021-09
期刊：
影响因子：
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通讯作者：
J. Henderson;V. Rangel;J. Holly;R. Greer;Mariam Manuel
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文献类型：
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作者：
J. Henderson;V. Rangel;J. Holly;R. Greer;Mariam Manuel
黑人和棕色人种在工程领域的代表性仍然不足。工程领域黑人和拉丁裔男性缺乏的一个解释是，工程（和STEM）身份往往不包括有色人种。因此，黑人和棕色人种的男孩可能不太可能对STEM科目感兴趣。本研究的目的，然后，是调查一个课外工程项目的组成部分挖掘到工程身份的形成之间的四，五年级的黑色和棕色的男孩。利用对STEM和工程身份的研究，我们认为，该计划及其关键组成部分发挥建设性和保护性的作用。本研究包括一个案例研究的课后工程计划完成其第三年的实施在三所小学。在四个学期的时间里，我们从三所学校招募了大约60名学生和21名导师参加了这项研究。我们通过一对一访谈、焦点小组和观察收集数据。我们发现，工程设计活动是建设性的，为年轻的黑人和布朗男孩提供了参与工程师工作的机会。导师通过认可学生的工程工作发挥了建设性作用。导师还发挥了保护作用，缓冲身份干扰并培养归属感。最后，我们讨论的结果有助于现有的研究工程身份和实践提出建议。
Black and Brown men continue to be underrepresented in engineering. One explanation for the dearth of Black and Latino men in engineering is that engineering (and STEM) identity often is not inclusive of People of Color. As a result, Black and Brown boys may be less likely to become interested in STEM subjects. The purpose of this study, then, was to investigate how the components of one afterschool engineering program tap into engineering identity formation among fourthand fifth-grade Black and Brown boys. Leveraging research on the STEM and engineering identity, we argue that the program and its key components play both constructive and protective roles. This study comprises a case study of an afterschool engineering program completing its third year of implementation at three elementary schools. Over four semesters, we recruited approximately 60 students from the three schools and 21 mentors to participate in the study. We collected data via one-on-one interviews, focus groups, and observations. We found that engineering design activities are constructive, offering the young Black and Brown boys opportunities to engage with the work of engineers. The mentors played constructive roles by recognizing the students’ engineering work. The mentors also played a protective role, buffering against identity interference and cultivating a sense of belonging. We conclude by discussing how the findings contribute to existing research on engineering identity and making recommendations for practice.