Invisible innovators: how low-income, first-generation students use their funds of knowledge to belong in engineering
Invisible innovators: how low-income, first-generation students use their funds of knowledge to belong in engineering
复制标题
隐形创新者：低收入的第一代学生如何利用他们的知识储备进入工程学领域
DOI：
10.1080/19378629.2016.1155593
复制
发表时间：
2016
影响因子：
1.7
通讯作者：
J. Lucena
中科院分区：
文献类型：
--
作者：
Jessica M. Smith;J. Lucena
摘要在美国，尽管工程学通常被认为是向上流动的途径，但人们对来自低收入家庭或家庭中第一个上大学的本科工程专业学生的经历知之甚少。对低收入第一代（LIFG）工程专业学生的研究很少，这种研究基于一种缺乏的观点，强调这些学生面临的障碍：更大的经济压力和课程负担，沿着更少的家庭支持，对技术技能的信心，对教师的满意度和对整体大学经历的满意度。我们对公立工程大学和社区学院的LIFG学生进行的人种学研究表明，这些障碍会给他们作为工程专业学生的归属感带来不确定性。然而，我们的学生也能够利用他们在贫困家庭长大的知识基金，当这些知识基金得到验证时，他们在工程教育和职业中建立了归属感。
ABSTRACT Though engineering is often perceived as a pathway of upward mobility in the United States, very little is known about the experiences of undergraduate engineering students who come from low-income backgrounds or are the first in their families to attend college. The little research that does exist on low-income, first-generation (LIFG) engineering students is grounded in a deficiency perspective that emphasizes the barriers these students face: greater feelings of financial pressure and curriculum overload, along with lower family support, confidence in technical skill sets, satisfaction with instructors and satisfaction with the overall college experience. Our ethnographic research with LIFG students at a public engineering university and community college reveals that these barriers can create a sense of belonging uncertainty for them as engineering students. Yet our students were also able to draw on the funds of knowledge they acquired growing up in poor families and, when these funds of knowledge are validated, they establish a sense of belonging in engineering education and the profession.