Investigating the Role of Interaction, Attitudes, and Intentions for Enrollment and Persistence in Engineering among Underrepresented Minority Students
Investigating the Role of Interaction, Attitudes, and Intentions for Enrollment and Persistence in Engineering among Underrepresented Minority Students
复制标题
调查互动、态度和意图对少数族裔学生入学和坚持学习工程的作用
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Brett Q. Tempest
中科院分区：
文献类型：
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作者：
S. Dika;M. Pando;Brett Q. Tempest
美国工程教育面临的最大挑战之一是持续存在的包括和保留某些种族和族裔群体的问题，特别是黑人和拉丁美洲人。这篇论文是NSF获奖者海报会议的一部分，展示了rigee资助的一个项目的结果，该项目旨在研究与工程代理人（专业人员和教师）的正式和非正式互动如何影响未被充分代表的少数民族（URM）学生对工程入学和坚持的态度和意图。该项目采用案例研究方法，重点关注工程教育的两个关键阶段——初始入学阶段和持续进入高级课程阶段，并在结合社会认知、社会资本和社区文化财富理论的框架下进行指导。我们报告了作为该项目的一部分进行的四项研究的结果，这些研究为进一步的研究和实践提供了指导建议。
One of the most significant challenges facing engineering education in the United States is the persistent problem of inclusion and retention of certain racial and ethnic groups particularly blacks and Latinos. This paper, part of the NSF Awardees Poster Session, presents results from a RIGEE-funded project whose aim is study how formal and informal interactions with engineering agents (professionals and faculty) influence attitudes and intentions of underrepresented minority (URM) students for enrollment and persistence in engineering. The project employs a case study approach focused on two key phases of engineering education – initial enrollment and persistence to advanced program stages guided by a framework that incorporates social cognitive, social capital, and community cultural wealth theories. We report on the findings of four studies conducted as part of this project, which guide recommendations for further research and practice.