Journal of Engineering Education最新文献_第10页

Toward developing a valid and reliable assessment of adults' nature of engineering views 对成年人的工程观点进行有效和可靠的评估

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-04-29 DOI: 10.1002/jee.20524

Erdogan Kaya, Hasan Deniz, Ezgi Yesilyurt

Background

Pre-college engineering education reform documents aim to help students develop engineering literacy. Helping students develop sophisticated epistemological views about engineering makes a significant contribution toward developing engineering-literate citizenry. Despite these widely recognized benefits, research on students' and teachers' epistemological views about engineering, commonly termed nature of engineering (NOE) views, has remained stagnant due to the absence of an open-ended questionnaire whose collected evidence of validity indicates its appropriateness for assessing students' and teachers' NOE understanding.

Purpose

The purpose of this study is threefold: (a) describing the development of a new open-ended instrument, the Views of Nature of Engineering Questionnaire version B (VNOE-B), (b) providing evidence in support of the VNOE-B validity and reliability, and (c) discussing the implications of the newly developed instrument for future research.

Design/Method

We aimed to provide evidence for the content and face validity of the VNOE-B by seeking input from a panel of science/engineering educators. Evidence for the construct validity was determined by analyzing the open-ended questionnaire and semistructured interview responses provided by pre-service and in-service teachers (considered novices in this field) and experts (engineers and engineering educators).

Results

Our findings indicate that the VNOE-B is consistently successful in differentiating between experts' and novices' NOE views. All engineering experts held sophisticated NOE views across all NOE views under study, whereas most novices held partially informed or uninformed NOE views.

Conclusion

Evidence of validity supports the appropriateness of the VNOE-B as an open-ended instrument for assessing adults' NOE views. Its application may guide teacher educators in determining the efficacy of teacher professional development in meeting the aim of improving in-service teachers' NOE understanding. Additionally, VNOE-B may potentially inform the success of pre-service teacher training.

背景大学预科工程教育改革文件旨在帮助学生培养工程素养。帮助学生发展关于工程的复杂认识论观点，对培养懂工程的公民做出了重大贡献。尽管有这些公认的好处，但对学生和教师关于工程的认识论观点的研究，通常称为工程本质（NOE）观点，由于缺乏一份开放式问卷，该问卷收集的有效性证据表明其适合评估学生和教师对NOE的理解，因此一直停滞不前。目的本研究的目的有三个：（a）描述一种新的开放式工具——工程性质观点问卷B版（VNOE-B）的开发，（B）提供证据支持VNOE-B的有效性和可靠性，以及（c）讨论新开发的仪器对未来研究的影响。设计/方法我们旨在通过寻求科学/工程教育工作者小组的意见，为VNOE-B的内容和面孔有效性提供证据。通过分析职前和在职教师（被认为是该领域的新手）和专家（工程师和工程教育工作者）提供的开放式问卷和半结构化访谈回答，确定了结构有效性的证据。结果我们的研究结果表明，VNOE-B在区分专家和新手的NOE观点方面始终是成功的。在所研究的所有NOE观点中，所有工程专家都持有复杂的NOE观点，而大多数新手持有部分知情或不知情的NOE看法。结论有效性证据支持VNOE-B作为评估成人NOE观点的开放式工具的适当性。它的应用可以指导教师教育工作者确定教师专业发展的有效性，以达到提高在职教师对NOE理解的目的。此外，VNOE-B可能会为职前教师培训的成功提供信息。

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引用次数: 1

Everyday engineering: The effects of transformative experience in middle school engineering 日常工程：中学工程变革经验的影响

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-04-28 DOI: 10.1002/jee.20527

Benjamin C. Heddy, Robert W. Danielson, Kelly Ross, Jacqueline A. Goldman

Background

Promoting engagement and motivation in early engineering experiences is important for fostering interest and retention in engineering. One method that has been effective for doing so is facilitating transformative experiences (TEs), which occurs when students apply academic content to everyday experience. Our goal was to explore the effectiveness of an intervention to encourage TE, positive emotions, and interest in middle school engineering courses in two differentially resourced schools.

Purpose/Hypothesis

We explored the effectiveness of using the video software Flipgrid as a supplement to a TE intervention to impact TE, emotions, and interest. In addition, we sought to model a theorized predictive relationship between TE, emotions, and interest.

Design/Method

Two hundred seventy-four engineering students across two middle schools with differing levels of resources participated. A cluster-randomized pretest–posttest survey design was used to explore the variables of interest. ANOVA and SEM were implemented to investigate the research questions and hypotheses.

Results

We found mixed results, with the intervention facilitating significantly more TEs and maintaining high levels of positive emotions in a school with access to fewer resources. Furthermore, in alignment with hypotheses about interest development (Renninger and Su, Oxford handbook of human motivation 2012; pp. 167–187), the results showed that initial positive and negative emotions predicted initial interest and post-TE. However, only post-positive emotions and post-TE predicted post-interest. Negative emotions after the intervention did not predict post-intervention interest.

Conclusions

The findings have theoretical implications for interest development and practical implications for targeted interventions in early engineering education, especially for schools with access to fewer resources.

背景促进早期工程经验的参与和动机对于培养对工程的兴趣和保留很重要。一种有效的方法是促进变革体验（TE），当学生将学术内容应用于日常体验时，就会发生这种情况。我们的目标是探索干预措施的有效性，以鼓励TE、积极情绪和对两所资源不同的学校的中学工程课程的兴趣。目的/假设我们探讨了使用视频软件Flipgrid作为TE干预的补充来影响TE、情绪和兴趣的有效性。此外，我们试图对TE、情绪和兴趣之间的理论预测关系进行建模。设计/方法来自两所不同资源水平的中学的274名工科学生参加了此次活动。采用整群随机前测-后测调查设计来探索感兴趣的变量。采用方差分析和扫描电镜对研究问题和假设进行了调查。结果我们发现结果喜忧参半，在资源较少的学校，干预措施显著促进了更多的TE，并保持了高水平的积极情绪。此外，与关于兴趣发展的假设一致（Renninger和Su，牛津人类动机手册2012；第167–187页），结果表明，最初的积极和消极情绪预测了最初的兴趣和后TE。然而，只有后积极情绪和后TE预测后兴趣。干预后的负面情绪不能预测干预后的兴趣。结论研究结果对早期工程教育的兴趣发展具有理论意义，对有针对性的干预措施具有实际意义，尤其是对资源较少的学校。

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引用次数: 1

Lacking time: A case study of student and faculty perceptions of academic workload in the COVID-19 pandemic 缺乏时间：新冠肺炎大流行期间学生和教师对学术工作量认知的案例研究

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-04-27 DOI: 10.1002/jee.20525

Isabel Hilliger, Gabriel Astudillo, Jorge Baier

Background

To avoid the spread of COVID-19, most engineering programs rapidly shifted to emergency online education, and prior research has associated online education with academic overload. Before the pandemic, engineering curricula were already packed with content and course assignments, so more studies should explore how the unprecedented conditions of remote learning affected the intensive academic workload of engineering programs.

Purpose/Hypothesis

This study addresses the following research question: How did the COVID-19 pandemic affect the perceptions of engineering instructors and students regarding their academic workload? Thus, the main research objective is to explore the influence of COVID-19 on the perceived academic workload, extrapolating lessons learned for engineering education settings.

Design/Method

During 2020, we developed a single-case study to understand academic workload in 22 engineering majors at a large Latin American university. We triangulated different sources of institutional and research-focused evidence, including two instructor surveys (n = 110), two student surveys (n = 2218), two student focus groups (n = 18), and workload measurement surveys (n = 3131).

Results

Both instructors and students experienced academic overload since the outbreak of the COVID-19 pandemic. Throughout the first year, instructors became capable of accommodating course activities and assignments to students' particular circumstances. Regardless of these efforts, students continue perceiving academic overload, particularly affecting those who experience connectivity issues or frequent problems with their personal computer or tablet.

Conclusions

Further efforts are needed to support course planning and self-regulated learning in engineering education. In these lines, lessons learned were captured and shared to inform engineering education research and practice beyond the COVID-19 pandemic.

背景为了避免新冠肺炎的传播，大多数工程项目迅速转向紧急在线教育，先前的研究将在线教育与学术过载联系起来。在疫情之前，工程课程已经充满了内容和课程作业，因此应该有更多的研究来探索前所未有的远程学习条件如何影响工程项目的密集学术工作量。目的/假设本研究解决了以下研究问题：新冠肺炎大流行如何影响工程教员和学生对其学术工作量的看法？因此，主要研究目标是探索新冠肺炎对感知学术工作量的影响，推断工程教育环境中的经验教训。设计/方法在2020年，我们开发了一个单一的案例研究，以了解拉丁美洲一所大型大学22个工程专业的学术工作量。我们对机构和研究重点证据的不同来源进行了三角分析，包括两项教员调查（n = 110），两项学生调查（n = 2218），两个学生焦点小组（n = 18）和工作量测量调查（n = 3131）。结果新冠肺炎疫情爆发以来，教师和学生都经历了学业超负荷。在第一年，教师能够根据学生的特殊情况安排课程活动和作业。尽管做出了这些努力，学生们仍会继续感到学业负担过重，尤其是那些个人电脑或平板电脑出现连接问题或频繁问题的学生。结论需要进一步努力支持工程教育中的课程规划和自主学习。在这些方面，吸取并分享了经验教训，为新冠肺炎大流行后的工程教育研究和实践提供信息。

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引用次数: 0

Erratum to “The effects of language learning and math mindsets on academic success in an engineering program” “语言学习和数学心态对工程项目学业成功的影响”勘误表

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-04-17 DOI: 10.1002/jee.20523

Kaya, S., Yuksel, D., & Curle, S. (2023). The effects of language learning and math mindsets on academic success in an engineering program. J. Eng. Educ., 112(1), 90–107. https://doi.org/10.1002/jee.20499

In the article cited above, the co-author's (Samantha Curle) email ID has been updated in the HTML version. [email protected] should be corrected as [email protected].

We apologize for this error.

Kaya，S.，Yuksel，D.，&；Curle，S.（2023）。语言学习和数学心态对工程项目学业成功的影响。J.工程教育。，112（1），90-107。https://doi.org/10.1002/jee.20499In在上面引用的文章中，合著者（Samantha Curle）的电子邮件ID已经更新为HTML版本。〔email protected〕应更正为〔email proteed〕。我们对此错误深表歉意。

引用次数: 1

Engineering climate for marginalized groups: Connections to peer relations and engineering identity 边缘化群体的工程环境：与同伴关系和工程身份的联系

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-04-04 DOI: 10.1002/jee.20515

Susannah C. Davis, Susan Bobbitt Nolen, Naeun Cheon, Elba Moise, Eric William Hamilton

Background

A better understanding of departmental climate and its relationship to engineering identity is needed to diversify engineering and improve marginalized students' experiences.

Purpose/Hypothesis

We investigated whether undergraduate engineering students from 16 social identity groups perceived departmental climate differently from one another and examined psychological and behavioral factors contributing to these perceptions and their relationship to engineering identification.

Design/Method

We surveyed 398 undergraduate engineering students about departmental climate and engineering identity, testing structural models across race and gender. Qualitative analysis of open-ended items complemented quantitative results.

Results

Students rated climate for dominant identities (White, male, and/or US-born) as more welcoming than for 14 nondominant identities, broadening the notion of “nondominant” identities in engineering. In structural models, invariant across race and gender, students' perceptions of bias, safety, and faculty support predicted climate ratings; peer relations and microaggressions predicted engineering identity. There were mean differences in perceptions across intersections of race and gender, but students in all groups perceived a climate gap favoring dominant identities. Open-ended responses highlighted students' desire for a more diverse, inclusive program and the importance of peer relations.

Conclusions

Departmental climate can be less welcoming for engineering students with many different nondominant identities. Attending to both students' own social positioning and their perceptions of climate for other students can open opportunities for change in engineering departments. Results suggest that efforts to improve peer relations in group work could be important in promoting disciplinary identification in historically marginalized groups.

背景需要更好地了解部门氛围及其与工程身份的关系，以使工程多样化，改善边缘化学生的体验。目的/假设我们调查了来自16个社会身份群体的工程本科生对部门氛围的感知是否不同，并考察了促成这些感知的心理和行为因素及其与工程身份的关系。设计/方法我们对398名工科本科生进行了关于系内气候和工程身份的调查，测试了不同种族和性别的结构模型。对开放项目的定性分析补充了定量结果。结果学生们将主导身份（白人、男性和/或美国出生）的氛围评为比14种非主导身份更受欢迎，拓宽了工程中“非主导”身份的概念。在跨种族和性别不变的结构模型中，学生对偏见、安全和教师支持的看法预测了气候评级；同伴关系和微侵犯预测了工程身份。种族和性别交叉点的认知存在平均差异，但所有群体的学生都认为气候差异有利于主导身份。开放式回答强调了学生对更多样化、更具包容性的课程的渴望以及同伴关系的重要性。结论对于具有许多不同非主导身份的工科学生来说，系里的气氛可能不那么受欢迎。关注学生自身的社会定位和他们对其他学生气候的看法，可以为工程系的变革打开机会。研究结果表明，努力改善小组工作中的同伴关系对于促进历史上被边缘化群体的学科认同可能很重要。

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引用次数: 1

Give and gain: Black engineering students as near-peer mentors 付出与收获：黑人工程系学生成为近乎同龄人的导师

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-04-04 DOI: 10.1002/jee.20520

Leonard Taylor Jr., Margaret Mastrogiovanni, Joni M. Lakin, Virginia Davis

Background

Engineering-oriented bridge programs and camps are popular strategies for broadening participation. The students who often serve as counselors and mentors in these programs are integral to their success.

Purpose

Predicated on the belief that mentoring contributes to positive outcomes for the mentors themselves, we sought to understand how undergraduate student mentors approached and experienced their work with a 6-day overnight, NSF-sponsored youth engineering camp (YEC). This study was guided by the question: How did YEC camp counselors approach and experience their roles as mentors?

Design/Methods

We conducted an exploratory qualitative study of four Black undergraduate engineering students' experiences with and approaches to near-peer mentorship in the YEC program. Data consisted of transcripts from two post-program interviews and one written reflection from each participant. We analyzed data through abductive coding and the funds of knowledge framework.

Results

Through subsequent interpretation of code categories, we found YEC mentors: (1) engaged in altruistic motivations as YEC mentors, (2) leveraged previous experiences to guide their approaches to mentorship, and (3) engaged in self-directed learning and development.

Conclusions

This study highlights the knowledge and strategies that YEC mentors drew upon in their roles, and how they sought and achieved various personal, academic, and professional benefits. Insights from this study illustrate how near-peer mentors can support their and others' engineering aspirations.

背景工程导向的桥梁项目和营地是扩大参与度的流行策略。在这些项目中经常担任辅导员和导师的学生对他们的成功是不可或缺的。目的基于指导有助于导师自身取得积极成果的信念，我们试图了解本科生导师是如何通过为期6天的由美国国家科学基金会赞助的青年工程营（YEC）来接触和体验他们的工作的。这项研究的指导问题是：YEC营地辅导员是如何接近和体验他们作为导师的角色的？设计/方法我们对四名黑人工程本科生在YEC项目中的近同伴指导经验和方法进行了探索性的定性研究。数据包括两次项目后访谈的记录和每位参与者的一份书面反思。我们通过溯因编码和知识框架的资金来分析数据。结果通过对代码类别的后续解释，我们发现YEC导师：（1）作为YEC导师参与利他主义动机，（2）利用以前的经验指导他们的指导方法，以及（3）参与自我指导的学习和发展。结论本研究强调了YEC导师在其角色中所运用的知识和策略，以及他们如何寻求和实现各种个人、学术和职业利益。这项研究的见解说明了同行导师如何支持他们和他人的工程愿望。

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引用次数: 0

“The lab isn't life”: Black engineering graduate students reprioritize values at the intersection of two pandemics “实验室不是生命”：黑人工程研究生在两种流行病的交叉点重新确定价值观的优先顺序

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-04-02 DOI: 10.1002/jee.20518

Brooke Coley, Katreena Thomas

Background

Black engineering graduate students represent a critical and understudied population in engineering education. Gaining an understanding of the lived experiences of Black engineering graduate students while they are simultaneously weathering two pandemics, COVID-19 and systemic racism, is of paramount importance.

Purpose/Hypothesis

Black engineering graduate students hold a unique duality, as both Black people in the United States and Black graduate students in US engineering programs that espouse white supremacist ideals. Their real-world experiences necessitate understanding, and this paper highlights the related impact on the students themselves, their adaptations to the pandemics, and how those adaptations relate to and affect their support needs and navigation of their engineering academic environments.

Design/Method

An interpretive phenomenological analysis (IPA) approach was combined with community-based participatory action research and was situated in Boykin's Triple Quandary. A family check-in was conducted with 10 Black engineering graduate students enrolled in doctoral programs across the country to delve deep into their lived experience as a cultural community.

Results

Findings include an emergent framework of Black engineering graduate student values in response to the pandemics. These values aligned with the Black Cultural Ethos, demonstrating an adoption of collectivistic cultural values in times of crises. Further, COVID-19 and systemic racism differentially impacted Black engineering graduate students and, thus, the manifestations of their values.

Conclusion

For institutions to be able to effectively support their Black engineering graduate students, they must gain awareness of the students' experiences, values, and needs, in general, and amid crises specifically. The findings presented here provide a critical window into this information.

背景黑人工程研究生在工程教育中代表了一个批判和研究不足的群体。在黑人工程研究生同时经历新冠肺炎和系统性种族主义这两种流行病时，了解他们的生活经历至关重要。目的/假设黑人工程研究生具有独特的双重性，既有美国黑人，也有支持白人至上主义理想的美国工程项目中的黑人研究生。他们的真实世界经历需要理解，本文强调了对学生自身的相关影响，他们对流行病的适应，以及这些适应如何与他们的支持需求和工程学术环境的导航相关并影响他们。设计/方法一种解释性现象学分析（IPA）方法与基于社区的参与性行动研究相结合，位于博伊金的三重困境中。对10名在全国各地攻读博士学位的黑人工程研究生进行了家庭登记，深入了解他们作为一个文化社区的生活经历。结果研究结果包括一个针对流行病的黑人工程研究生价值观的新兴框架。这些价值观与黑人文化伦理相一致，表明在危机时期采用了集体主义文化价值观。此外，新冠肺炎和系统性种族主义对黑人工程研究生及其价值观的表现产生了不同的影响。结论为了让各院校能够有效地支持黑人工程研究生，他们必须了解学生的经历、价值观和需求，尤其是在危机中。本文的研究结果为了解这一信息提供了一个关键窗口。

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引用次数: 1

Characterizing engineering outreach educators' talk moves: An exploratory framework 描述工程拓展教育工作者的谈话动作：一个探索性框架

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-03-29 DOI: 10.1002/jee.20514

Karen Miel, Rebecca D. Swanson, Merredith Portsmore, Kelli M. Paul, Elizabeth A. Moison, Jungsun Kim, Adam V. Maltese

Background

Despite the prevalence and potential of K–12 engineering outreach programs, the moment-to-moment dynamics of outreach educators' facilitation of engineering learning experiences are understudied. There is a need to identify outreach educators' teaching moves and to explore the implications of these moves.

Purpose/Hypothesis

We offer a preliminary framework for characterizing engineering outreach educators' teaching moves in relation to principles of ambitious instruction. This study describes outreach educators' teaching moves and identifies learning opportunities afforded by these moves.

Design/Method

Through discourse analysis of video recordings of a university-led engineering outreach program, we identified teaching moves of novice engineering outreach educators in interaction with elementary student design teams. We considered 18 outreach educators' teaching moves through a lens of ambitious instruction.

Results

In small group interactions, outreach educators used ambitious, conservative, and inclusive teaching moves. These novice educators utilized talk moves that centered students' ideas and agency. Ambitious moves included two novel teaching moves: design check-ins and revoicing tangible manifestations of students' ideas. Ambitious moves offered students opportunities to engage in engineering design. Conservative moves provided opportunities for students to make technical and affective progress, and to experience engineering norms.

Conclusions

Our work is formative in describing engineering outreach educators' teaching moves and points to outreach educators' capability in using ambitious moves. Ambitious engineering instruction may be a useful framework for designing engineering outreach to support students' participation and progress in engineering design. Additionally, conservative teaching moves, typically considered constraining, may support productive student affect and engagement in engineering design.

背景尽管K-12工程外展项目的普遍性和潜力，但外展教育工作者促进工程学习体验的即时动态研究不足。有必要确定外展教育工作者的教学举措，并探讨这些举措的影响。目的/假设我们提供了一个初步的框架来描述工程拓展教育工作者的教学活动与雄心勃勃的教学原则的关系。这项研究描述了外展教育工作者的教学举措，并确定了这些举措所提供的学习机会。设计/方法通过对大学领导的工程外展项目视频记录的话语分析，我们确定了新手工程外展教育工作者在与小学生设计团队互动中的教学动作。我们从雄心勃勃的教学角度考虑了18位外展教育工作者的教学举措。结果在小组互动中，外展教育工作者采用了雄心勃勃、保守和包容的教学举措。这些初出茅庐的教育工作者利用谈话动作来集中学生的想法和能动性。雄心勃勃的举措包括两个新颖的教学举措：设计签到和改变学生想法的有形表现。雄心勃勃的举措为学生提供了从事工程设计的机会。保守的举动为学生提供了技术和情感进步的机会，以及体验工程规范的机会。结论我们的工作在描述工程外展教育工作者的教学举措方面具有形成性，并指出了外展教育工作者使用雄心勃勃的举措的能力。雄心勃勃的工程教学可能是设计工程外展的有用框架，以支持学生参与工程设计并取得进展。此外，保守的教学举措，通常被认为是约束性的，可能会支持学生在工程设计中产生积极的影响和参与。

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引用次数: 0

Engineering ableism: The exclusion and devaluation of engineering students and professionals with physical disabilities and chronic and mental illness 工程狂：对身体残疾、慢性病和精神疾病的工程专业学生和专业人员的排斥和贬低。

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-03-28 DOI: 10.1002/jee.20522

Erin A. Cech

Background

The experiences of students and professionals with disabilities are routinely excluded from scholarly and policy debates about equity in engineering. Emergent research suggests that engineering is particularly ableist, yet systematic accounts of the possible exclusion and devaluation faced by engineers with disabilities are largely missing.

Purpose/Hypothesis

This paper asks, do engineers with disabilities have more negative interpersonal experiences in engineering classrooms and workplaces than those without disabilities? Utilizing a social relational model of disability, I hypothesize that engineers with physical disabilities and chronic and mental illness are more likely to experience exclusion and professional devaluation than their peers and, partly as a result, have lower persistence intentions.

Data/Methods

The paper uses survey data from 1729 students enrolled in eight US engineering programs (American Society for Engineering Education Diversity and Inclusion Survey) and 8321 US-employed engineers (Science, Technology, Engineering, and Math Inclusion Study Survey). Analyses use regression, mediation, and intersectional approaches.

Results

Consistent with expectations, engineering students and professionals with disabilities are less likely than their peers to experience social inclusion and professional respect at school and work. Students with disabilities are more likely to intend to leave their engineering programs and professionals with disabilities are more likely to have thought about leaving their engineering jobs compared to peers, and their greater risks of encountering interpersonal bias help account for these differences. Analyses also reveal intersectional variation by gender and race/ethnicity.

Conclusion

These results suggest that engineering harbors widespread ableism across education and work. The findings demand more scholarly attention to the social, cultural, and physical barriers that block people with disabilities from full and equal participation in engineering.

背景：残疾学生和专业人士的经历经常被排除在关于工程公平的学术和政策辩论之外。新兴研究表明，工程学特别有能力，但对残疾工程师可能面临的排斥和贬值的系统描述在很大程度上缺失。目的/假设：本文问道，残疾工程师在工程教室和工作场所是否比非残疾工程师有更多的负面人际体验？利用残疾的社会关系模型，我假设患有身体残疾、慢性病和精神疾病的工程师比同龄人更有可能经历排斥和职业贬值，部分原因是他们的坚持意愿较低。数据/方法：该论文使用了来自8个美国工程项目（ASEE多样性和包容性调查）的1729名学生和8321名美国雇佣工程师（STEM包容性研究调查）的调查数据。分析使用回归、中介和交叉方法。结果：与预期一致，工程系学生和残疾专业人员在学校和工作中比同龄人更不可能体验到社会包容和职业尊重。与同龄人相比，残疾学生更有可能打算离开他们的工程项目，残疾专业人员更有可能考虑离开他们的工程学工作，他们遇到人际偏见的更大风险有助于解释这些差异。分析还揭示了性别和种族/民族的交叉差异。结论：这些结果表明，工程在教育和工作中普遍存在能力主义。研究结果要求学术界更多地关注阻碍残疾人充分平等参与工程的社会、文化和身体障碍。

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引用次数: 0

Circle of success—An interpretative phenomenological analysis of how Black engineering students experience success 成功的循环——黑人工程系学生如何体验成功的解释性现象学分析

IF 3.4 2区工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Engineering Education

Pub Date : 2023-03-28 DOI: 10.1002/jee.20509

Jerrod A. Henderson, Waldemiro Junqueira, Le Shorn S. Benjamin, Erik M. Hines, Jeannette D. Alarcón, Jared L. Davis, Sebastian Cavazos

Background

Though minoritized undergraduate engineering students earn less than 25% of engineering bachelor's degrees, minority-serving institutions (MSIs) are leading the way in producing a large percentage of those underrepresented engineering bachelor's degree holders. However, much of the published research about the experiences of underrepresented engineering students occurs within the context of predominantly White institutions. Upon deeper inspection into the apparent success of some MSIs, graduation rates of specific minoritized populations (e.g., Black students) remain critically low. This suggests that there is more to be learned about how to better support Black engineering students' success.

Purpose

We explored the experiences of Black undergraduate engineering students at a large public doctoral university with very high research activity.

Design/Method

We used interpretative phenomenological analysis to understand the experiences of eight participants.

Findings

We inductively developed two themes to describe how Black engineering students experience success at a Hispanic-serving institution, which include building success networks and implementing rules of engagement.

Conclusion

Participants enacted their cultural capital to construct their circles of success through the intentional engagement of others, resources, and themselves to realize success. This work sheds light on how Black students describe what it means to be successful in their engineering environment.

背景尽管少数族裔工程本科生的收入不到工程学士学位的25%，但少数族裔服务机构（MSIs）在培养大量代表性不足的工程学士学位持有者方面处于领先地位。然而，许多已发表的关于代表性不足的工程专业学生经历的研究都是在白人占主导地位的院校背景下进行的。在深入调查一些MSIs的明显成功后，特定少数族裔人群（如黑人学生）的毕业率仍然极低。这表明，关于如何更好地支持黑人工程专业学生的成功，还有更多的东西需要学习。目的我们探索了一所大型公立博士大学黑人工程本科生的经历，该大学的研究活动非常活跃。设计/方法我们使用解释性现象学分析来理解八名参与者的经历。研究结果我们归纳出两个主题来描述黑人工程学生如何在西班牙裔服务机构获得成功，其中包括建立成功网络和实施参与规则。结论参与者通过有意识地参与他人、资源和自身来实现成功，从而建立自己的文化资本，构建自己的成功圈子。这项工作揭示了黑人学生如何描述在他们的工程环境中取得成功意味着什么。

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引用次数: 1