A Narrative Investigation of Black Familial Capital that Supports Engineering Engagement of Middle-School-Aged Youth
A Narrative Investigation of Black Familial Capital that Supports Engineering Engagement of Middle-School-Aged Youth
复制标题
支持中青年工程参与的黑人家庭资本的叙事调查
DOI：
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发表时间：
2022
影响因子：
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通讯作者：
Amy Walker
中科院分区：
文献类型：
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作者：
Amy Walker
摘要工程教育的一个主要问题是确保少数群体的青年有平等的机会进入工程职业道路。相关的研究往往强调学生和学校的特点对工程成功的影响，但很少有研究调查黑人家庭提供的工程相关资产。这项工作的目的是提供counterstories，突出黑人家庭的存在沿着三个黑人青年从美国的中西部地区的大学预科工程的途径。反叙事方法的应用集中在黑人家庭的家庭资本，并作为分析框架，这项工作。访谈工具引出的叙述有关的质量和性质的儿童的工程经验和家庭的支持。我们发现，黑人家庭采用了八种具体的支持性做法。这些研究结果提供了证据的方式，黑人家庭支持工程学习和反驳黑人家庭的定位为资源匮乏和参与不足。这项工作有助于工程教育和家庭研究领域。摘要工程教育的一个主要问题是确保少数群体的青年有平等的机会进入工程职业道路。相关的研究往往强调学生和学校的特点对工程成功的影响，但很少有研究调查黑人家庭提供的工程相关资产。这项工作的目的是提供counterstories，突出黑人家庭的存在沿着三个黑人青年从美国的中西部地区的大学预科工程的途径。反叙事方法的应用集中在黑人家庭的家庭资本，并作为分析框架，这项工作。访谈工具引出的叙述有关的质量和性质的儿童的工程经验和家庭的支持。我们发现，黑人家庭采用了八种具体的支持性做法。这些研究结果提供了证据的方式，黑人家庭支持工程学习和反驳黑人家庭的定位为资源匮乏和参与不足。这项工作有助于工程教育和家庭研究领域。
Abstract A major concern in engineering education involves ensuring that youth belonging to minoritized groups have equitable access to engineering career pathways. Related research often highlights the effect of student and school characteristics on engineering success but few studies have investigated the engineering-related assets that Black families provide. This work aims to provide counterstories that highlight the presence of Black families along the pre-college engineering pathways of three Black youth from the Midwest region of the United States. The application of a counternarrative approach centers the familial capital of Black families and serves as the analytical frame for this work. The interview instruments elicited narratives related to the quality and nature of the children’s engineering experiences and family support. We found that Black families employed eight specific supportive practices. These findings provide evidence of ways that Black families support engineering learning and refute the positioning of Black families as resource-deficient and under-engaged. This work contributes to the engineering education and family studies fields. Abstract A major concern in engineering education involves ensuring that youth belonging to minoritized groups have equitable access to engineering career pathways. Related research often highlights the effect of student and school characteristics on engineering success but few studies have investigated the engineering-related assets that Black families provide. This work aims to provide counterstories that highlight the presence of Black families along the pre-college engineering pathways of three Black youth from the Midwest region of the United States. The application of a counternarrative approach centers the familial capital of Black families and serves as the analytical frame for this work. The interview instruments elicited narratives related to the quality and nature of the children’s engineering experiences and family support. We found that Black families employed eight specific supportive practices. These findings provide evidence of ways that Black families support engineering learning and refute the positioning of Black families as resource-deficient and under-engaged. This work contributes to the engineering education and family studies fields.