How Do Latinx Dual Credit Earners Describe Their Sense of Belonging in Engineering Programs?
How Do Latinx Dual Credit Earners Describe Their Sense of Belonging in Engineering Programs?
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拉丁裔双学分获得者如何描述他们对工程项目的归属感？
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
S. Collins
中科院分区：
文献类型：
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作者：
T. Allen;M. Thompson;S. Collins
本研究探讨了如何10拉丁裔学生认为他们在工程项目的归属感。根据Strayhorn对归属感的定义，我们试图了解促进拉丁裔学生与他们的工程项目以及德克萨斯州一所4年制大学的更大校园社区联系的经验和个人。本研究的结果表明，通过学生组织与教师，学术顾问和同行的互动促进了强烈的归属感。然而，班级的规模和严格性，校园的距离，外部责任，以及感觉像一个局外人，对学生在大学的归属感产生了挑战。最后，提出了实践和未来研究的建议。
This study examined how 10 Latinx students perceived their sense of belonging in engineering programs. Drawing upon Strayhorn’s definition of sense of belonging, we sought to understand the experiences and individuals that facilitated Latinx students’ connections to their engineering programs and to the larger campus community at a 4-year university in Texas. The findings from this study indicate interactions with faculty members, academic advisors, and peers through student organizations facilitated a strong sense of belonging. However, the size and rigor of classes, distance to campus, outside responsibilities, and feeling like an outsider created challenges to students’ sense of belonging at the university. Recommendations for practice and future research are offered.