Exploring Non-Normative Forms of Capital, Wealth and Knowledge Used by Engineering Students

探索工科学生使用的资本、财富和知识的非规范形式

• 批准号: 1463808
• 负责人: Marisa Orr
• 金额: $ 13.35万
• 依托单位: Clemson University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-06-15 至 2021-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1463808&HistoricalAwards=false
• 关键词: Exploring; Non; Normative; Forms; Capital

Uncovering the Assets that Diverse Students Bring to Engineering Higher Education The culture of today's engineering higher education has been influenced by its historical and sociological roots as a dominantly male, middle-to-upper class profession. As a result, there is often the assumption that there is a single "normal" student experience. However, students from underrepresented or socially marginalized groups often have educational experiences that that are distinct from the mainstream engineering culture. Generally speaking, engineering curricula and individual courses are designed and often taught in traditional ways that do not take into account the many assets that diverse students bring to their engineering studies. The current system of education does not readily recognize and leverage these experiences in producing new ways of teaching and learning engineering or developing different ways of thinking about how engineers create processes and products for today's diverse society. This project contributes to diversifying the field of engineering by illuminating the distinct experiences of students from socially marginalized groups. The project's goal is to help educators recognize and value a variety of distinct experiences, making the field of engineering more inclusive. The objective of this project is to answer the research question: "In the varying experiences of students who are underrepresented and/or socially marginalized, what forms of capital, wealth, and knowledge are identified as significant?" Using a testimonial interview method, the researchers qualitatively investigate recent engineering graduates' experiences of "unearned advantages" and "unearned disadvantages," and the relationship of these unearned traits to engineering higher education. The qualitative research approach allows the collection of rich descriptions of participants' experiences to discover if/how differences from the engineering cultural norm may result in models of success that help students persist and succeed. Phenomenographic data analysis and asset-based theoretical frameworks including Community Cultural Wealth (CCW) and Funds of Knowledge (FoK) are used to discover variations in the way that participants experience their engineering education. Through leveraging the expertise of an advisory panel, the project develops the capacity and research infrastructure to develop scaleable mechanisms that can facilitate validation of "non-traditional" or "unexpected" forms of wealth among engineering educators.

揭示多样化学生给工程高等教育带来的资产今天的工程高等教育文化受到其历史和社会学根源的影响，这是一个以男性为主的中上层阶级职业。因此，人们往往假设只有一个“正常”的学生经历。然而，来自代表性不足或社会边缘化群体的学生往往有不同于主流工程文化的教育经历。一般来说，工程课程和个别课程的设计，往往是在传统的方式，不考虑到不同的学生带来他们的工程研究的许多资产教。 目前的教育体系并不容易认识到并利用这些经验，以产生新的教学和学习工程的方式，或开发不同的思维方式，工程师如何为当今多元化的社会创造工艺和产品。该项目通过阐明来自社会边缘化群体的学生的独特经历，有助于工程领域的多样化。该项目的目标是帮助教育工作者认识和重视各种不同的经验，使工程领域更具包容性。该项目的目标是回答研究问题：“在代表性不足和/或社会边缘化的学生的不同经历中，什么形式的资本，财富和知识被认为是重要的？研究人员采用访谈法，定性调查了工科应届毕业生的“不劳而获的优势”和“不劳而获的劣势”经历，以及这些不劳而获的特征与工科高等教育的关系。定性研究方法允许收集参与者经验的丰富描述，以发现与工程文化规范的差异是否/如何导致帮助学生坚持和成功的成功模式。现象学数据分析和基于资产的理论框架，包括社区文化财富（CCW）和知识基金（FoK）被用来发现参与者体验工程教育的方式的变化。通过利用咨询小组的专业知识，该项目开发能力和研究基础设施，以开发可扩展的机制，促进工程教育工作者对“非传统”或“意外”形式财富的验证。