(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs
(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs
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（不）平等的要求和机会：概念化本科工程课程中的学生导航
DOI：
10.1002/jee.20543
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发表时间：
2023
影响因子：
3.4
通讯作者：
Pee, Crystal M.
中科院分区：
文献类型：
--
作者：
Lee, Walter C.;Hall, Janice L.;Josiam, Malini;Pee, Crystal M.
背景众所周知，获得工程学士学位是一项艰巨的任务，但机会是成熟的。对于来自历史上被排斥的人口群体的学生来说，这一任务因压迫性环境而加剧。虽然相当多的研究已经证明了学生的成绩如何不同的人口统计群体，少得多的是知道的动态过程，边缘化一些students.PurposeThe本文的目的是提出一个概念模型的背景下，本科工程课程的学生导航。我们的目标是说明本地化的结构特征如何不公正地塑造学生遇到的需求和机会，并影响他们如何回应。范围/方法我们使用迭代的四阶段过程开发了我们的模型。这一过程包括：（1）阐明开发过程的目的;（2）从先前的研究中识别概念和见解;（3）将概念和见解综合成命题;（4）将命题中的显著结构之间的可疑关系可视化。结果我们的模型关注学生的特征、他们所处的嵌入式语境和他们的学习环境的支持基础设施。ConclusionThe由此产生的模型说明了结构特征对学生如何a）响应需求和机会和B）浏览存在于学习环境中的障碍的影响。虽然它的重点是在本科工程课程的边缘化学生，该模型可能适用于更广泛的STEM高等教育。
BackgroundIt is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students.PurposeThe purpose of this article is to propose a conceptual model of student navigation in the context of undergraduate engineering programs. Our goal is to illustrate how localized, structural features unjustly shape the demands and opportunities encountered by students and influence how they respond.Scope/MethodWe developed our model using an iterative, four‐stage process. This process included (1)clarifyingthe purpose of the development process; (2)identifyingconcepts and insights from prior research; (3)synthesizingthe concepts and insights into propositions; and (4)visualizingthe suspected relationships between the salient constructs in the propositions.ResultsOur model focuses on the dynamic interactions between the characteristics of students, the embedded contexts in which they are situated, and the support infrastructure of their learning environment.ConclusionThe resulting model illustrates the influence of structural features on how students a) respond to demands and opportunities and b) navigate obstacles present in the learning environment. Although its focus is on marginalized students in undergraduate engineering programs, the model may be applicable to STEM higher education more broadly.
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