Engineering Education through the Latina Lens.
Engineering Education through the Latina Lens.
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拉丁视角下的工程教育。
DOI：
10.5539/jel.v5n4p113
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Alberto Esquinca
中科院分区：
文献类型：
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作者：
E. Villa;Luciene Wandermurem;Elaine Hampton;Alberto Esquinca
在获得工程学位的本科生中，女性不到20%，更令人担忧的是，少数民族女性仅占这些学位的3.1%。本文报告了一项定性研究，探讨拉丁美洲人的身份发展，并在本科工程和计算机科学的研究，使用社会文化理论的学习。从数据分析中出现了三个主要主题：1）工程支持集群作为亲和空间，有助于工程身份的发展; 2）墨西哥或墨西哥裔美国人家庭有助于坚持工程; 3）公平获得工程教育。工程支持集群和墨西哥遗产家庭的支持是至关重要的发展和维持拉丁美洲的工程身份。此外，数据支持的想法，拉丁美洲人在研究现场经历了性别和种族平等，在他们获得工程教育。作者呼吁更多的性别包容性工程教育和定位教育经验，在更有效的学习方法（即，社区和文化背景下的批判性思维），这一点值得关注，以使工程学摆脱对妇女在工程学中的地位普遍存在的看法。
Less than 20% of undergraduates earning a degree in engineering are women, and even more alarming is minority women earn a mere 3.1% of those degrees. This paper reports on a qualitative study examining Latinas’ identity development toward and in undergraduate engineering and computer science studies using a sociocultural theory of learning. Three major themes emerged from the data analysis: 1) Engineering support clusters as affinity spaces contributing to development of engineering identities; 2) Mexican or Mexican-American family contributing to persistence in engineering; and 3) Equity in access to engineering education. Engineering support clusters and Mexican heritage family support were vital in developing and sustaining Latinas’ engineering identity. Additionally, data supported the idea that Latinas at the research site experienced gender and ethnic equity in their access to engineering education. The authors call for a more gender-inclusive engineering education and situating education experiences in more effective learning approaches (i.e., critical thinking in community and cultural contexts), which deserves attention in order to move engineering away from a ubiquitous view of inflexibility regarding women in engineering.