How Does Identity Shape the Experiences of Women of Color Engineering Students?
How Does Identity Shape the Experiences of Women of Color Engineering Students?
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DOI：
10.1007/s10956-005-0223-1
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发表时间：
2005-12
影响因子：
4.4
通讯作者：
Erika D. Tate;M. Linn
中科院分区：
文献类型：
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作者：
Erika D. Tate;M. Linn
本研究旨在了解色彩工程专业的学生谁坚持和确定他们面临的一些困境的妇女的经验。有证据表明，学生们形成了多重身份，以帮助他们坚持自己的工程项目。我们评估身份在STEM（科学，技术，工程和数学）有色人种女性的经历中所起的作用。本文采用多重身份框架，通过三个新兴身份：学术，社会和知识分子的镜头呈现学生的经验。我们讨论了可能的影响，在高等教育的学术和社会支持计划的研究结果。我们还确定了学前教育的一些影响。
This study seeks to understand the experiences of women of color engineering students who persist and identify some of the dilemmas they face. Evidence emerged that students formulate multiple identities to help them persist in their engineering programs. We assess the role that identity plays in the experiences of STEM (science, technology, engineering, and mathematics) women of color. This paper applies a multiple identities framework and presents students' experiences through the lenses of three emergent identities: academic, social, and intellectual. We discuss possible implications of the findings for academic and social support programs in higher education. We also identify some implications for precollege instruction.