CAREER:Leveraging learning and engineering identity to broaden participation of Black males in colleges of engineering

职业：利用学习和工程身份扩大黑人男性对工程学院的参与

• 批准号: 1651808
• 负责人: Brian Burt
• 金额: $ 56.97万
• 依托单位: Iowa State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2020-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1651808&HistoricalAwards=false
• 关键词: CAREER; Leveraging; learning; engineering; identity

In many engineering subfields, African American males are frequently underrepresented. Because of growing national engineering workforce demands, it is critical that the United States find ways to broadening participation among underrepresented groups, such as African American males. This CAREER project, which represents the largest aggregation of qualitative data on Black males in engineering graduate programs, will contribute to the field's understanding of how African American males develop their perceptions of what it means to be an engineer (i.e., develop an engineering identity). It is also likely to pinpoint key mechanisms that improve their academic retention and success in engineering, particularly at the graduate level. Further, the project proposes to contribute to the development of a new learning and identity theory on Black men in engineering. The findings from this work have immense implications for transformative change, such as equipping Colleges of Engineering with the needed knowledge and understanding to better serve Black male graduate students and help these students to persist in engineering. Equally important, the new theory generated from this this project will offer engineering administrators, faculty, and staff important insights on how to broadening engineering participation among African American males. The qualitative interviews, resulting from this project, will provide the unique opportunity to explore the educational experiences from the perspectives of African American males (e.g., students' agency, persistence factors, etc.) while still enabling analyses of institution-specific cases (e.g., experiences of students at one institution, institutional factors that serve as supports and/or barriers to students' retention), and cross-case analyses (e.g., students' demographic information, students' experiences compared across institutions, systems and structures related to engineering identity and long-term participation, institutional best practices in retention of Black men graduate students). Through the dissemination of findings, all stakeholders (e.g., faculty members, administrators and staff, policymakers, K-12 education leaders, and students) will obtain greater insights and knowledge on Black males' unique experiences in engineering graduate programs and will become better able to serve these students as a result of obtaining this information.

在许多工程子场中，非裔美国人的男性经常占人数不足。由于国家工程劳动力的需求不断增长，至关重要的是，美国至关重要的是，在非洲裔美国男性等代表性不足的群体中找到扩大人数不足的群体的参与方式。该职业项目代表了工程研究生课程中最大的定性数据汇总，这将有助于该领域对非裔美国人男性如何发展自己成为工程师意味着什么的看法（即发展工程身份）。它还可能指出关键机制，以提高其学术保留和工程成功，尤其是在研究生水平上。此外，该项目提议为发展工程中黑人的新学习和身份理论做出贡献。这项工作的发现对变革性的变化产生了巨大影响，例如将工程学学院配备所需的知识和理解，以更好地为黑人男性研究生提供服务，并帮助这些学生继续进行工程学。同样重要的是，该项目产生的新理论将为工程管理人员，教职员工和员工提供有关如何扩大非裔美国人男性工程参与的重要见解。由该项目导致的定性访谈将提供独特的机会，从非裔美国人男性的角度探索教育经历（例如，学生的代理，持久性因素等），同时仍可以分析机构特定案例的分析人口统计信息，学生的经验比较了与工程认同和长期参与有关的机构，系统和结构，在保留黑人研究生方面的机构最佳实践）。通过传播调查结果，所有利益相关者（例如，教职员工，管理人员和员工，政策制定者，K-12教育领袖和学生）将获得有关黑人男性在工程研究生课程中独特的经验的更多见解和知识，并将变得更好地为这些学生提供服务，从而获得这些信息。