Engineering Identity of Black and Hispanic Undergraduates: The Impact of Minority Serving Institutions
Engineering Identity of Black and Hispanic Undergraduates: The Impact of Minority Serving Institutions
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黑人和西班牙裔本科生的工程身份：少数族裔服务机构的影响
DOI：
10.18260/1-2--19524
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
L. Bliss
中科院分区：
文献类型：
--
作者：
L. Fleming;K. Smith;Dawn G. Williams;L. Bliss
她领导了一系列研究和干预举措，以吸引和留住在科学、技术、工程和数学（STEM）学科中代表性不足的少数民族，特别是非洲裔美国人，并提高本科生工程教育的质量。她是卡内基学者和美国土木工程师学会会员。涉及性别角色刻板印象、认知和非裔美国学生学业成就的研究。她目前正在进行一项纵向研究，调查非裔美国工程本科学生在整个学术生涯中所采取的学术途径。Smith博士的研究兴趣包括非裔美国学生在STEM学科中的学术成就，青少年前自我发展，以及各种形式的媒体对学生学术成就的影响。尽管传统黑人学院和大学（HBCUs）的黑人学生比白人大学（pwi）的同龄人更有可能成为专业人士，而且西班牙裔服务机构（hsi）的西班牙裔学生毕业人数在美国最多，但许多关于少数族裔工程本科生经历的研究都是在pwi进行的。这项由国家科学基金会资助的研究调查了少数民族服务机构（MSI）的黑人和西班牙裔工程本科生，以了解他们的工程身份在参加MSI时是如何发展的。本研究采用混合方法设计，通过调查收集定量数据，通过半结构化访谈收集定性数据。参与者（N=202）为工程专业二年级的男女学生，包括两所hbcu的黑人学生和两所hsi的西班牙裔学生。黑人和西班牙裔工程本科生都报告了参加msi的好处。这些好处包括有一个提供具有挑战性的课程，教授们为他们的成功投资，同龄人就像家人一样，以及他们的学校因毕业准备充分的少数民族工程学生而享有声誉。数据分析发现，大多数学生都自称拥有工程师身份。此外，这些少数族裔学生的经历影响了他们的工程身份，这在以前的研究中没有被引用。
She spearheaded a number of research and intervention initiatives to attract and retain underrepresented minorities, particularly African Americans, in science, technology, engineering, and mathematics (STEM) disciplines and to im-proving the quality of engineering education for undergraduates. She is a Carnegie Scholar and a fellow of the American Society of Civil Engineers. research involving gender role stereotypes, cognition, and the academic achievement of African American students. She is currently working on a longintudinal study that is investigating the academic pathways African American undergraduate engineering students take throughout their academic careers. Dr. Smith’s research interests include the academic achievement of African American students in the STEM disciplines, development of the self among pre-adolescents, and the impact various forms of media has on students’ academic achievement. Abstract Despite the fact that Black students at Historically Black Colleges and Universities (HBCUs) are more likely to become professionals than their peers at Predominantly White Institutions (PWIs), and that Hispanic Serving Institutions (HSIs) graduate the highest number of Hispanic students in the United States, much of the research on the experiences of minority engineering undergraduates has been conducted at PWIs. This National Science Foundation-funded study examined Black and Hispanic engineering undergraduates at Minority Serving Institutions (MSIs) to understand how their engineering identities developed while attending an MSI. This study used a mixed-methods design, collecting quantitative data through surveys and qualitative data through semi-structured interviews. Participants (N=202) were male and female engineering sophomores, including Black students attending two HBCUs and Hispanic students attending two HSIs. Both Black and Hispanic engineering undergraduates reported benefits of attending MSIs. These benefits included having a curriculum that provided challenging coursework, professors who were invested in their success, peers who were like family, and the reputation of their institution for graduating well-prepared minority students in engineering. Data analysis found that the majority of the students reported having an engineering identity. Furthermore, the experiences of these minority students impacted their engineering identity in ways that have not been cited in previous research.