Disciplinary Differences in Engineering Students' Aspirations and Self-Perceptions
Disciplinary Differences in Engineering Students' Aspirations and Self-Perceptions
复制标题
工科学生的志向和自我认知的学科差异
DOI：
10.18260/1-2--19452
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发表时间：
2013
影响因子：
8
通讯作者：
Nicole Barclay
中科院分区：
文献类型：
--
作者：
G. Potvin;Z. Hazari;Leidy E. Klotz;Allison Godwin;Robynne M. Lock;Jennifer D. Cribbs;Nicole Barclay
在招聘和保留工程专业的讨论中，学生有时被视为一个同质的群体，就大学的必要准备，他们的职业价值观和他们的愿望，尽管跨学科的机会和专业的多样性。此外，刚开始接受高等工程教育的学员可能不会像从业者那样看待学科：他们可能会识别并发现与实际实践不同的工程专业特征的亲和力。本文利用2011年对美国50所高校的6772名学生进行的一项全国性调查的数据，对工程学学习开始时的学生进行了比较分析。（生物，化学，民用，电气/计算机，环境，工业/系统，材料和机械工程），我们展示了学生的目标，价值观和自我认知的差异。回归分析用于研究进入这八个学科之一的可能性如何与职业成果预期，学生对科学，物理和数学身份的自我信念以及衡量其个人和全球科学机构的结构相关联。结果表明，打算主修工程的学生在所调查的领域中表现出实质性的跨学科差异。这项工作的效用是，它应该有助于指导更有效地招聘学生进入工程学科，并允许扩大招聘工作的学生谁通常会被忽视的工程职业。
In discussions of the recruitment and retention of engineering majors, students are sometimes treated as a homogeneous group with respect to the necessary preparation for college, their career values, and their aspirations despite the diversity of opportunities and specialties across disciplines. Moreover, initiates just starting their post-secondary education in engineering may not perceive disciplines as practitioners do: they may identify and find affinity for features of an engineering specialty that may be different from actual practice. This paper conducts a comparative analysis of students at the start of their engineering studies using data drawn from a nationally-representative survey, conducted in 2011, of 6772 students enrolled at 50 colleges and universities in the U.S. By identifying students intending to major in eight different disciplines (bio-, chemical, civil, electrical/computer, environmental, industrial/systems, materials, and mechanical engineering), we show how student goals, values and self-perceptions differ. Regression analysis is used to study how the likelihood of entering one of these eight disciplines is associated to career outcome expectations, students' self-beliefs around their science, physics, and math identities, and constructs measuring their personal and global science agency. Results indicate that students intending to major in engineering show substantial interdisciplinary distinctions in the investigated domains. The utility of this work is that it should help to guide more effective recruiting of students into engineering disciplines and allow for a broadening of recruitment efforts to students who would normally be overlooked for engineering careers.