Building inclusive engineering identities: implications for changing engineering culture
Building inclusive engineering identities: implications for changing engineering culture
复制标题
DOI：
10.1080/03043797.2017.1396287
复制
发表时间：
2018-01-01
影响因子：
2.3
通讯作者：
Henderson, Heather L.
中科院分区：
文献类型：
--
作者：
Atadero, Rebecca A.;Paguyo, Christina H.;Henderson, Heather L.
正在进行的扩大妇女和有色人种参与工程学位课程和职业的努力取得了有限的成功。本文描述了一种不同的方法来扩大参与，寻求与所有学生合作，发展包容性工程身份。研究人员与两门一年级工程课程的教师合作，整合旨在促进工程身份形成的课程活动，并建立对多样性和包容性如何加强工程实践的欣赏。多层次建模结果表明，干预对多样性欣赏有积极影响，但对工程认同没有影响；定性结果表明，学生对多样性的了解最多，不是通过干预活动，而是通过课程中的团队项目。我们还描述了如何以与工程相关的方式向工科学生教授多样性的经验教训。
Ongoing efforts to broaden the participation of women and people of colour in engineering degree programmes and careers have had limited success. This paper describes a different approach to broadening participation that seeks to work with all students and develop inclusive engineering identities. Researchers worked with the instructors of two first-year engineering courses to integrate curriculum activities designed to promote the formation of engineering identities and build an appreciation for how diversity and inclusion strengthen engineering practice. Multilevel modelling results indicated positive effects of the intervention on appreciation for diversity but no effects on engineering identity, and qualitative results indicated students learned the most about diversity not through one of the intervention activities, but through team projects in the courses. We also describe lessons learned in how to teach engineering students about diversity in ways that are relevant to engineering.