First-generation college students' funds of knowledge support the development of an engineering role identity

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Engineering Education Pub Date : 2024-03-28 DOI:10.1002/jee.20591
Dina Verdín, Jessica M. Smith, Juan C. Lucena
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Abstract

Background

Identifying as an engineer is essential for belonging and student success, yet the social context and professional norms make it more difficult for some students to establish an identity as an engineer.

Purpose/Hypothesis

This study investigated whether first-generation college students' funds of knowledge supported their engineering role identity.

Design/Methods

Data came from a survey administered across the United States western, southern, and mountain regions in the fall semester of 2018. Only the sample of students who indicated they were the first in their families to attend college was used in the analysis (n = 378). Structural equation modeling was used to understand how first-generation college students' funds of knowledge supported their engineering role identity; measurement invariance was examined to ensure that the model was valid for women and men alike.

Results

First-generation college students' funds of knowledge individually supported the components of the engineering role identity development process. Tinkering knowledge from home and perspective-taking helped inform interest and performance/competence beliefs. First-generation college students' bids for external recognition were supported through their mediational skills, their connecting experiences, and their local network of college friends. The bundle of advice, resources, and emotional support from family members was the only fund of knowledge that directly supported students' perceptions of themselves as engineers.

Conclusions

The relationships we established between first-generation college students' funds of knowledge and emerging engineering role identities call for engineering educators to integrate students' funds of knowledge into engineering learning and to broaden disciplinary norms of what counts as engineering-relevant knowledge.

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第一代大学生的知识基金支持工程学角色认同的发展
作为工程师的身份认同对于归属感和学生的成功至关重要,然而社会背景和职业规范使得一些学生更难建立工程师身份认同。本研究调查了第一代大学生的知识基金是否支持他们的工程角色认同。数据来自2018年秋季学期在美国西部、南部和山区进行的一项调查。分析中仅使用了表示自己是家中第一个上大学的学生样本(n = 378)。研究采用结构方程模型来了解第一代大学生的知识基金如何支持他们的工科角色认同;研究对测量不变量进行了检验,以确保模型对女性和男性都有效。第一代大学生的知识基金单独支持了工科角色认同发展过程的各个组成部分。来自家庭的修补知识和视角选择有助于为兴趣和表现/能力信念提供信息。第一代大学生争取外部认可的努力得到了他们的中介技能、联系经验和当地大学朋友网络的支持。我们在第一代大学生的知识储备和新兴工程角色认同之间建立的关系,呼吁工程教育者将学生的知识储备融入工程学习中,并拓宽工程相关知识的学科规范。
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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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