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: 2016440
• 负责人: Brian Burt
• 金额: $ 42.31万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-06-16 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2016440&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.

在许多工程领域，非洲裔美国男性往往代表不足。由于国家工程劳动力需求不断增长，美国必须找到扩大非裔美国男性等代表性不足群体参与的方法。这个职业生涯项目，代表了工程研究生课程中黑人男性定性数据的最大集合，将有助于该领域了解非洲裔美国男性如何发展他们对成为工程师意味着什么的看法（即，开发工程标识）。它还可能确定提高他们的学术保留和工程学成功的关键机制，特别是在研究生阶段。此外，该项目还建议为黑人工程师的新学习和身份理论的发展做出贡献。这项工作的结果对变革具有巨大的影响，例如为工程学院提供所需的知识和理解，以更好地为黑人男性研究生服务，并帮助这些学生坚持工程。同样重要的是，该项目产生的新理论将为工程管理人员、教师和工作人员提供有关如何扩大非裔美国男性工程参与的重要见解。定性访谈，从这个项目产生的，将提供一个独特的机会，从非洲裔美国男性的角度探索教育经验（例如，学生的能动性、持久性因素等）同时仍然能够分析机构特定的案例（例如，学生在一个机构的经历，作为学生保留的支持和/或障碍的机构因素），以及跨案例分析（例如，学生的人口统计信息，学生的经验比较机构，系统和结构有关的工程身份和长期参与，机构的最佳做法，在保留黑人男性研究生）。通过传播调查结果，所有利益攸关方（例如，教师，管理人员和工作人员，政策制定者，K-12教育领导者和学生）将获得更多的见解和知识，黑人男性在工程研究生课程的独特经验，并将成为更好地能够为这些学生作为获得这些信息的结果。