"DO THEY EVEN HAVE THAT ANYMORE": THE IMPACT OF REDESIGNING A MINORITY ENGINEERING PROGRAM
"DO THEY EVEN HAVE THAT ANYMORE": THE IMPACT OF REDESIGNING A MINORITY ENGINEERING PROGRAM
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“他们还有这个吗”：重新设计少数族裔工程项目的影响
DOI：
10.1615/jwomenminorscieneng.2013002354
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发表时间：
2012
影响因子：
--
通讯作者：
Cindy E. Foor
中科院分区：
文献类型：
--
作者：
R. Shehab;T. Murphy;Cindy E. Foor
科学、数学和工程等学术领域一直在努力满足我们技术社会对受过教育和技术熟练的劳动力日益增长的需求。试图扩大参与，少数民族和多元文化的工程项目（议员）内的机构气候由后平权行动政策，缩小国家资金，企业影响力和持续的社会不平等转变操作。在本文中，在俄克拉荷马州大学（俄克拉荷马州）的MEP作为一个案例研究，观察一个机构如何应对不断变化的经济和政治力量，以及由此产生的影响学生参与。为了强调少数民族，同时保持对多样性的关注，中央政府扩大了MEP的使命，包括第一代学生。这一变化与环境保护部办公室的实际搬迁和环境保护部工作人员的过渡相吻合。认识到代表性不足的学生的经验往往被边缘化，并不总是听到的政策制定者，我们分析了208个半结构化的采访138个工程专业的深入了解这些决定是如何经历了非裔美国人，西班牙裔美国人，亚裔美国人和美洲原住民本科工程专业的学生。对于一些学生来说，该计划的使命的扩大和人员的变化提供了以前没有提供给他们的资源;其他学生表达了一种严重的丧失计划身份的感觉。有关组织变革的文献表明，机构对多方向、有文化能力的沟通的关注可能会减轻心怀不满的学生在这些转变中的压力。机构承认和理解的多样性，有时竞争的文化可以有效地促进由社会，政治和经济力量的动机程序重组。
Academic areas such as science, mathematics, and engineering have been pressed to supply our technological society’s ever increasing demand for an educated and skilled workforce. Attempting to broaden participation, minority and multicultural engineering programs (MEPs) operate within institutional climates transformed by post-affirmative action policies, shrinking state funding, corporate influence, and ongoing social inequality. In this paper, the MEP at the University of Oklahoma (OU) serves as a case study to observe how one institution responded to changing economic and political forces and the resulting impact on student participants. To emphasize minority while maintaining a focus on diversity, the OU administration broadened the MEP mission to include First Generation students. This change coincided with the physical relocation of the MEP offices and a transition in MEP staff. Recognizing that underrepresented students’ experiences are often marginalized and not always heard by policy makers, we analyzed 208 semistructured interviews of 138 engineering majors in search of insight about how those decisions were experienced by African American, Hispanic American, Asian American, and Native American undergraduate engineering students. For some students, the broadening of the program’s mission and changes in personnel provided access to resources previously not proffered to them; other students expressed an acute sense of loss of program identity. Literature about organization change indicates that attention by the institution to multidirectional, culturally competent communication might have made these transitions less stressful for the disaffected students. Institutional recognition and understanding of diverse and sometimes competing cultures can effectively facilitate program restructuring motivated by social, political, and economic forces.
学科植入：美国和英国核工程的学术轨迹
影响因子：
2.3
作者：
Johnston S
通讯作者：
Johnston S