Inequity in graduate engineering identity: Disciplinary differences and opportunity structures
Inequity in graduate engineering identity: Disciplinary differences and opportunity structures
复制标题
研究生工程身份的不平等：学科差异和机会结构
DOI：
10.1002/jee.20427
复制
发表时间：
2021
影响因子：
3.4
通讯作者：
Kirn, Adam
中科院分区：
文献类型：
--
作者：
Bahnson, Matthew;Perkins, Heather;Tsugawa, Marissa;Satterfield, Derrick;Parker, Mackenzie;Cass, Cheryl;Kirn, Adam
留住传统上得不到充分教育的学生仍然是整个研究生工程项目面临的一个紧迫问题。研究生工程身份的学科差异为调查学生的经历提供了一个视角，并可以确定支持或阻碍基于社会和个人身份的进步的潜在机会结构。目的：本研究调查学科、性别、种族/民族、导师关系和项目年限对研究生工程身份变异的影响。方法采用多水平模型对全国工科博士生的横断面调查数据进行分析。多层次建模测量了研究生工程身份和工程师、研究人员和科学家领域的个人和学科水平的差异。独立变量包括性别、顾问关系得分、种族/民族和项目年限。结果不同工程学科的工程师身份认同子结构存在显著差异。传统上得不到充分教育的学生（即女性和少数种族/民族群体）表现出较低的工程学认可水平，这种关系因学科而异。总体而言，我们的模型解释了学科间工程认知差异的30%。结论：研究生工程身份的学科差异以及性别和种族/民族的重要性表明，传统上得不到充分教育的学生与得到充分教育的同龄人相比，没有获得同等的机会结构。修改传统的机会结构以更好地为学生服务，可能会提供必要的改变，以吸引和留住传统上服务不足的人群。
BackgroundThe retention of traditionally underserved students remains a pressing problem across graduate engineering programs. Disciplinary differences in graduate engineering identity provide a lens to investigate students' experiences and can pinpoint potential opportunity structures that support or hinder progress based on social and personal identities.PurposeThis study investigates the impact of discipline, gender, race/ethnicity, advisor relationship, and years in a program on graduate engineering identity variability.MethodsCross‐sectional survey data from a national sample of doctoral engineering students were analyzed with multilevel modeling. Multilevel modeling measured the differences at the individual and discipline levels for graduate engineering identity and the domains of engineer, researcher, and scientist. Independent variables included were gender, advisor relationship score, race/ethnicity, and years in a program.ResultsThe engineer identity sub‐construct of recognition significantly varied among engineering disciplines. Traditionally underserved students (i.e., Women and minoritized racial/ethnic groups) expressed lower engineering recognition levels, with this relationship varying based on discipline. Overall, our model explained 30% of the variation in engineering recognition among disciplines.ConclusionsThe disciplinary variation in graduate engineering identity combined with the significance of gender and race/ethnicity indicates traditionally underserved students do not experience equivalent opportunity structures compared with their well‐represented peers. Modifying traditional opportunity structures to serve students better may provide the needed changes to engage and retain traditionally underserved populations.
登录
查看更多内容
“¿Qué Estoy Haciendo Aquí？（我在这里做什么？）”：奇卡诺/拉丁裔在研究生第一年应对挑战和不平等
影响因子：
2.6
作者：
Elvia Ramírez
通讯作者：
Elvia Ramírez
社区学院的作用：扩大女性和少数族裔对 STEM 的参与
DOI：
10.1615/jwomenminorscieneng.v16.i1.10
发表时间：
2010
影响因子：
--
作者：
S. Starobin;F. S. Laanan;Carol J. Burger
通讯作者：
Carol J. Burger
开发和测试了解工程博士生身份和动机的工具
影响因子：
--
作者：
H. Perkins;M. Bahnson;C. Cass;Marissa A. Tsugawa;Adam Kirn
通讯作者：
Adam Kirn
DOI：
10.18260/1-2--29006
发表时间：
2017
期刊：
QMiP Bulletin
影响因子：
--
作者：
H. Perkins;Marissa A. Tsugawa;J. Chestnut;Blanca Miller;Adam Kirn;C. Cass
通讯作者：
C. Cass
STEM 领域的性别偏见
DOI：
--
发表时间：
2016
期刊：
影响因子：
--
作者：
Rachael D. Robnett
通讯作者：
Rachael D. Robnett