To educate engineers or to engineer educators?: Exploring access to engineering careers
To educate engineers or to engineer educators?: Exploring access to engineering careers
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教育工程师还是工程教育者？：探索工程职业的机会
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Randy Yerrick
中科院分区：
文献类型：
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作者：
Mike Eastman;J. Christman;G. Zion;Randy Yerrick
尽管研究声称选择STEM专业的代表性不足的人口有所增加，但保留STEM的障碍和高等教育学位的完成仍然存在。本研究考察了一所著名的技术大学通过学费奖学金计划吸引和留住城市高中毕业生的努力。我们试图确定招募的城市高中毕业生的轨迹，并探索学生选择STEM专业背后的原因。调查结果显示，不可预见的障碍，禁止学生追求STEM学位，尽管免费学费和其他好处的多样性招聘计划。学生的障碍包括：（一）后勤障碍;（二）学术资源的获取;和（三）社会/文化支持。一个次要但相关的发现是，他们观察到的自然减员中，工程系教师自我意识到了自己的责任。工程学科内部人士对种族和特权的批评直接说明了教育机构未能解决经济和学术隔离的重要组成部分，这种隔离目前存在于旨在使工程劳动力多样化的改革呼吁的背景下。未来的研究和招聘工作的影响进行了讨论。© 2017 Wiley Periodicals，Inc. J Res Sci Teach 9999：XX-XX，2017
Although studies claim increases in underrepresented populations choosing STEM majors, barriers to retention, and higher education degree completion in STEM still exist. This study examined efforts of a prominent technical university to attract and retain urban high school graduates through a tuition scholarship program. We sought to determine the trajectories of recruited urban high school graduates and explored students reasoning behind their choice of STEM majors. Findings revealed unforeseen obstacles prohibiting students from pursuing STEM degrees despite free tuition and other benefits of the diversity recruitment program. Student obstacles included: (i) logistic barriers; (ii) academic resources access; and (iii) social/cultural support. A secondary but related finding was the self-realization of engineering faculty culpability in the attrition they observed. This critical account of race and privilege told by insiders to the engineering discipline speaks directly to the failure of educational institutions to address essential components of the economic and academic segregation which currently exists against a backdrop of reform calls which aim to diversify the engineering workforce. Implications for future research and recruitment efforts are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 9999:XX–XX, 2017