Experiencing Disability in Undergraduate Civil Engineering Education: An Initial Examination of the Intersection of Disability and Professional Identities
Experiencing Disability in Undergraduate Civil Engineering Education: An Initial Examination of the Intersection of Disability and Professional Identities
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在本科土木工程教育中体验残疾：残疾与职业身份交叉点的初步检验
DOI：
10.18260/1-2--29536
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Ashley Shew
中科院分区：
文献类型：
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作者：
Cassandra Groen;M. Paretti;L. Mcnair;Denise R. Simmons;Ashley Shew
虽然最近整个工程教育界的呼吁都集中在增加多样性和扩大对STEM的参与上，但这些对话通常集中在种族和性别上，很少或根本没有解决残疾问题的工作。但高等教育的研究广泛表明，认知，身体和学习障碍可以显着影响学生感知和体验学校，发展专业身份和进入工程劳动力的方式。为了解决这一差距，我们建立在新兴的对话，探讨在工程教育的背景下，学生体验残疾的方式。特别是，我们进行了初步的扎根理论分析面试研究专业身份的形成在本科土木工程专业的学生谁经历残疾。从我们的分析中，我们观察到三个主题，开始突出残疾学生的经验可能有助于他们的发展，作为新兴的土木工程师的方式。虽然最近整个工程教育界的呼吁都集中在增加多样性和扩大STEM的参与[1，2]，但这些对话通常集中在种族和性别上，很少或根本没有解决残疾问题的工作[3-6]。但高等教育的研究广泛表明，认知，身体和学习障碍可以显着影响学生感知和体验学校，发展专业身份和进入工程劳动力的方式[7]。因此，为了促进工程的多样性和扩大参与，我们必须更深入地了解这些人群在工程教育中的发展-更具体地说，关于他们感知，解释，内化和参与工程领域的方式。正如整个工程教育研究所证明的那样，对专业的认同对于工程专业学生和专业人士的坚持至关重要[8-11]。那些没有对工程团体保持归属感或认同感的人，或者没有把自己视为工程师的人，更有可能离开这个行业。这种识别对残疾人来说可能特别困难。残疾学生面临着一系列独特的挑战，在导航的“物理，社会和智力结构”[7，第96页]的大学，通常是为那些没有残疾[12]。在对文献的回顾中，Pearson Weatherton及其同事[4]进一步研究了系统和个人障碍，确定它们会阻碍学生在本科工程课程中的自我效能感，持久性和归属感，并阻碍工程身份的发展。为了继续将残疾更充分地纳入工程多样性的讨论，本文建立在几个工程教育研究人员发起的新兴对话的基础上（例如，[3-5]）在残疾和职业身份的交叉点。我们探讨了三名学生在成为土木工程师时参加本科土木工程课程时遇到残疾的方式。我们的工作解决了以下研究问题：学生的残疾经验如何影响他们在工程专业的身份，反之亦然？在下面的章节中，我们回顾了为我们的调查提供信息的关键敏感概念，概述了我们的方法，并描述了通过参与者经验表达的初步主题。最后，我们讨论了结论和未来工作的方向。宣传框架
While recent calls throughout the engineering education community have focused on increasing diversity and broadening participation in STEM, these conversations typically center on race and gender with little to no work addressing disability. But research in higher education broadly suggests that cognitive, physical, and learning disabilities can markedly impact the ways in which students perceive and experience school, develop professional identities, and move into the engineering workforce. To address this gap, we build on emerging conversations that explore the ways in which students experience disability within the context of engineering education. In particular, we conducted an initial grounded theory analysis of interviews examining professional identity formation in undergraduate civil engineering students who experience disabilities. From our analysis, we observed three themes that begin to highlight ways in which the experience of students with disabilities may contribute to their development as emerging civil engineers. Introduction & Background While recent calls throughout the engineering education community have focused on increasing diversity and broadening participation in STEM [1, 2], these conversations typically center on race and gender, with little to no work addressing disability [3-6]. But research in higher education broadly suggests that cognitive, physical, and learning disabilities can markedly impact the ways in which students perceive and experience school, develop professional identities, and move into the engineering workforce [7]. Therefore, to promote diversity and broaden participation in engineering, it is imperative that we gain a deeper understanding of the development of these populations within engineering education – more specifically regarding the ways in which they perceive, interpret, internalize, and engage in the engineering field. As evidenced throughout engineering education research, identification with the profession is crucial for persistence among engineering students and professionals [8-11]. Those who do not maintain a sense of belonging to – or identification with – engineering groups, or fail to perceive themselves as engineers, are more likely to leave the profession. This identification can be particularly difficult for individuals with disabilities. Students with disabilities face a unique set of challenges in navigating the “physical, social, and intellectual structures” [7, p. 96] of the university that are typically designed for those without disabilities [12]. In their review of the literature, Pearson Weatherton and colleagues [4] further examine systemic and personal barriers, identifying that they can discourage students’ self-efficacy, persistence, and sense of belonging in undergraduate engineering programs and hinder engineering identity development. To continue to bring disability more fully into discussions of diversity in engineering, this paper builds upon emerging conversations initiated by several engineering education researchers (e.g., [3-5]) at the intersections of disability and professional identity. We explore the ways in which three students experience disabilities while enrolled in an undergraduate civil engineering program as they become civil engineers. Our work addresses the following research question: How do students’ experiences with disability influence their professional identity in engineering and vice versa? In the following sections, we review key sensitizing concepts that inform our inquiry, outline our methods, and describe preliminary themes as articulated through participant experience. We close with a discussion of conclusions and directions for future work. Sensitizing Frameworks