Identification with Academics and Multiple Identities: Combining Theoretical Frameworks to Better Understand the Experiences of Minority Engineering Students
Identification with Academics and Multiple Identities: Combining Theoretical Frameworks to Better Understand the Experiences of Minority Engineering Students
复制标题
学者认同和多重身份：结合理论框架更好地理解少数族裔工科学生的经历
DOI：
10.18260/1-2--21467
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
M. Paretti
中科院分区：
文献类型：
--
作者：
K. Cross;M. Paretti
尽管多年的关注，多样性仍然是一个挑战，跨工程学科，特别是对少数民族学生，这些学生继续缺乏支持，在许多学术环境。教育工作者提出了各种理论和方法来应对这一挑战。少数群体学生的保留率和学习成绩较低的一个特别有希望的解释是缺乏对学者的认同。认同是一种动机结构，与个人重视和感知自己是特定领域的一部分的程度有关-在这种情况下，学术界，更具体地说，工程界。身份认同已被证明与学业成功相关，并且因种族类别而异。然而，我们认为，在这里识别可能是不够的，因为它通常不考虑多重身份的交集，学生带来的。多重身份理论提供了一种方法来研究个人的人口统计，文化，社会和个人身份（例如种族，阶级，性别，种族，年龄）如何交叉;这种方法强调经验不仅仅是个人身份的加和。在本文中，我们强调了这两个领域的关键研究，并主张将这两个框架结合在一起。
Despite many years of focus, diversity remains a challenge across engineering disciplines, particularly with respect to minority students, and these students continue to lack support in many academic settings. Educators have proposed a variety of theories and approaches to address this challenge. One particularly promising explanation for lower rates of retention and academic performance of minority students is lack of identification with academics. Identification is a motivational construct associated with the degree to which individuals value and perceive themselves part of a given domain –in this case, academics, and more specifically, engineering. Identification has been shown to correlate with academic success, and also to vary by racial category. However, we argue here identification may not be sufficient because it does not typically take into consideration the intersection of multiple identities that students bring with them. Multiple identities theory provides a way to examine how individuals’ demographic, cultural, social, and personal identities (e.g. race, class, gender, ethnicity, age) intersect; this approach emphasizes that experience is not simply an additive sum of individual identities. In this paper, we highlight key research studies in both domains and argue for brining the two frameworks together.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM