Engineering Success: The Role of Faculty Relationships With African American Undergraduates
Engineering Success: The Role of Faculty Relationships With African American Undergraduates
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工程成功：教师与非裔美国本科生关系的作用
DOI：
10.1615/jwomenminorscieneng.2011001737
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发表时间：
2011
影响因子：
--
通讯作者：
C. Newman
中科院分区：
文献类型：
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作者：
C. Newman
先前的研究发现，师生关系是四年制院校留住学生的一个因素。在这项研究中，通过 Fiske 的社会关系模型理论（《社会生活结构：人际关系的四种基本形式》，自由出版社，纽约，1991 年）的视角，探讨了 12 名非裔美国工程师的经历。这项研究的总体结果表明，教师在鼓励或劝阻本研究中的非裔美国工程师坚持各自专业方面发挥着重要作用。此外，参与教师研究实验室以及教师推荐其他与工程职业相关的机会和实习机会，为参与者提供了急需的课程作业实际应用。然而，教师也可以通过等级独裁的态度对学生的学业和随后的职业目标产生同样的瘫痪影响。这项研究中的非裔美国工程师列举了一些例子，其中既有鼓舞人心的教员，也有阻碍参与者实现学术和职业目标的教员。在分析参与者与教职人员的关系时出现了三个主题：独狼支持教职人员、对教职人员的低期望以及缺乏同种族教职人员的榜样。
Previous research has found that faculty–student relationships are a contributing factor to the retention of students at four-year institutions. In this study, the experiences of twelve African American engineers are explored through the lens of Fiske’s (Structures of Social Life: The Four Elementary Forms of Human Relations, Free Press, New York, 1991) social-relational models theory. The overall findings of this study suggest that faculty play an important role in encouraging or dissuading the African American engineers in this study to persist in their respective majors. Additionally, the involvement in faculty research laboratories and the referral by faculty to other opportunities and internships relevant to careers in engineering gave participants a much-needed practical application of their coursework. However, faculty can also have an equally paralyzing impact on students’ academic and subsequent career goals through a hierarchical authoritarian disposition. The African American engineers in this study cited examples of both faculty members who were inspiring and those who were barriers to participants’ academic and career goals. Three themes emerged in analyzing participants’ relationships with faculty members: lone wolf supportive faculty, low expectations of faculty, and a lack of same-race faculty role models.