Native Americans: An Exploratory Study Pinpointing the Factors That Influence Their Interests and Aspirations for Engineering Faculty Positions

美洲原住民：一项探索性研究，查明影响他们对工程教师职位的兴趣和愿望的因素

• 批准号: 1743329
• 负责人: Sherri Turner
• 金额: $ 9.99万
• 依托单位: University of Minnesota-Twin Cities
• 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: 2017-09-15 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1743329&HistoricalAwards=false
• 关键词: Native; Americans; Exploratory; Study; Pinpointing

This project aims to develop a deeper understanding of the factors influencing Native American or Alaskan Native (hereafter referred to as Native American) participation in the engineering professorate. According to a 2014 NACME report, only 0.4% of engineers are Native American, and even fewer engineering faculty are Native American. Engineering faculty are important in attracting and retaining students by providing positive socio-cultural experiences, role modeling, mentorship, and inclusive learning environments that reduce isolation. However, little is known about the factors promoting Native Americans" entry into the engineering professorate or persistence as engineering faculty members. The research will provide systematic evidence that could lead to best practices in providing Native Americans with experiences and support to encourage them to pursue the engineering professorate and consider the academy as their professional home. In an era of decreased enrollment in engineering programs, enhancing diversity is key to long term growth and global competitiveness. Diversity in engineering fields is more than an issue of fairness and equity, but also of quality of the engineering endeavor. Cultivating the talent and promoting full inclusion of Native Americans in the engineering professorate can promote diversity in the workforce to encourage the growth, creativity, and innovation necessary to solving our most pressing tribal, national, and global problems. There is a critical need to investigate potential factors and the linkages among them to make meaningful progress toward increasing the number of Native American faculty in engineering. However, the lack of prior systematic investigations means that research methods and materials designed to tap underlying constructs are unavailable, and that pilot data on which to base more extended investigations are non-existent. Therefore, the overall objective of this proposal is two-fold: 1) to conduct an exploratory pilot study of hypothesized factors and the linkages among them in several samples of Native American engineering students and faculty, including participants from Oklahoma, Minnesota, and members of the American Indian and Science and Engineering Society (AISES), and 2) to develop methods and materials in preparation for subsequent cross-sectional and longitudinal work. Our central hypothesis is that there are identifiable factors that explain Native Americans' entry into and persistence in the engineering professorate, and that these factors are discoverable and accessible through quantitative, qualitative, and mixed methods means. We aim to recruit Native American engineering undergraduates, graduate students, and faculty to capture current and retrospective perceptions of their journey toward and participation in the engineering professorate. We will collect and analyze qualitative and quantitative data, and disseminate findings in ways that advance foundational knowledge of the field. In so doing, we will lay the groundwork for subsequent studies on broadening participation of Native Americans in the engineering faculty.

本项目旨在更深入地了解影响美国原住民或阿拉斯加原住民（以下简称为美国原住民）参与工程专业的因素。根据2014年NACME的报告，只有0.4%的工程师是美国原住民，而工程学院的原住民更少。工程学院通过提供积极的社会文化体验，角色塑造，导师制和减少孤立的包容性学习环境来吸引和留住学生。然而，对于促使美洲原住民进入工程专业或持续担任工程专业教师的因素却知之甚少。这项研究将提供系统的证据，可以导致最佳做法，为美洲原住民提供经验和支持，鼓励他们追求工程教授，并将学院视为他们的专业家园。在工程专业入学人数减少的时代，增强多样性是长期增长和全球竞争力的关键。工程领域的多样性不仅仅是公平和公正的问题，也是奋进的问题。培养人才和促进美洲原住民在工程教授的充分包容可以促进劳动力的多样性，以鼓励解决我们最紧迫的部落，国家和全球问题所必需的增长，创造力和创新。 有一个关键需要调查潜在的因素和它们之间的联系，以取得有意义的进展，增加美国原住民教师在工程的数量。然而，由于事先没有进行系统的调查，因此无法获得旨在挖掘基本概念的研究方法和材料，也不存在可作为更广泛调查基础的试点数据。因此，本提案的总体目标有两个方面：1）在几个美国土著工程学生和教师样本中对假设因素及其之间的联系进行探索性试点研究，包括来自明尼苏达州俄克拉荷马州的参与者以及美国印第安人和科学与工程学会（AISES）的成员，（2）发展方法和材料，为随后的横向和纵向工作做准备。我们的中心假设是，有可识别的因素，解释美洲原住民的进入和持久的工程专业，这些因素是可识别的，并通过定量，定性和混合方法手段访问。我们的目标是招募美国原住民工程本科生，研究生和教师捕捉他们的旅程和参与工程教授的当前和回顾性的看法。我们将收集和分析定性和定量数据，并以推进该领域基础知识的方式传播研究结果。在这样做的过程中，我们将奠定基础，为扩大美国原住民在工程学院的参与后续研究。

项目成果

Applying Theory-Based Analyses to the Entry and Persistence of Native American Engineering Faculty

将基于理论的分析应用于美国原住民工程学院的进入和持续

• 发表时间: 2018
• 期刊: American Psychological Association 126th Annual Convention
• 作者: Johnson, Sarah.;Colston, Nicole;Jacobs, Sue C.;Turner, Sherri;Mason-Chagil, Gale
• 通讯作者: Mason-Chagil, Gale

Exploring the career thinking of Native American engineering students

探索美国原住民工科学生的职业思维

• 发表时间: 2019
• 期刊: American Society for Engineering Education (2019
• 作者: Colston, Nicole;Turner, Sherri L.;Johnson, Sarah;Jacobs, Sue C.;Mason-Chagil, Gale
• 通讯作者: Mason-Chagil, Gale

Supporting factors in Native American engineering students’ pursuit of engineering careers

美国原住民工科学生追求工程职业的支持因素

• 发表时间: 2019
• 期刊: University of Minnesota College of Education and Human Development Research Day
• 作者: Koithan, Emily;Schmitt-Morris, Morgan;Wang, Yuqing;Turner, Sherri L.
• 通讯作者: Turner, Sherri L.

Native American engineering students’ success in degree completion

美国原住民工程学学生成功完成学位

• 发表时间: 2019
• 期刊: American Indian Science and Engineering Society
• 作者: Mason-Chagil, G;Turner, S. L.;Bellcourt, M.;Jacobs, S. C.;Colston, N.;& Johnson, S.
• 通讯作者: & Johnson, S.

Exploring the Career Thinking of Native American Engineering Students_ASEE Presentation

探索美国原住民工科学生的职业思维_ASEE 演讲

• 发表时间: 2018
• 期刊: American Society for Engineering Education 126th Annual Conference and Exposition
• 作者: Colston, Nicole M.;Jacobs, Sue C.;Johnson, Sarah;Turner, Sherri L.;Mason-Chagil, Gale
• 通讯作者: Mason-Chagil, Gale