Abo Bibliothek: Guest
Digitales Portal Digitale Bibliothek eBooks Zeitschriften Referenzen und Berichte Forschungssammlungen
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Druckformat: 1072-8325
ISSN Online: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v14.i3.20
pages 253-267

DIFFERENTIAL EXPERIENCES OF WOMEN AND MINORITY ENGINEERING STUDENTS IN A COOPERATIVE EDUCATION PROGRAM

Matthew M. Fifolt
University of Alabama at Birmingham
Gypsy Abbott
University of Alabama at Birmingham

ABSTRAKT

Although slight gains have been made in attracting women and minority students to the field of engineering, the differences are not great enough to meet current economic demands [National Academy of Sciences (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future, Washington, DC: National Academies Press]. Therefore, it has become imperative that colleges and universities increase efforts to both recruit and retain these students who express interest in the STEM fields [National Science Foundation (2006), Women, minorities, and persons with disabilities in science and engineering, NSF 4-311, Arlington, VA: NSF]. In engineering, one promising venue for students to gain professional experience as part of their undergraduate training is through cooperative education (co-op). However, there is a dearth of information in the research literature regarding how co-op programs can be structured to address the needs of diverse students. There is consensus, however, about one aspect of addressing the needs of diverse students, namely, mentoring and role models are key strategies for success. In this study, a mixed methods design was used to examine students' perceptions of mentoring in a cooperative education program in a southeastern university. Using Noe's [Noe, R. (1988). An investigation of the determinants of successful assigned mentoring relationships. Personnel Psychology, 1, 457−479] mentoring functions scales, which described psychosocial and career-related support, research findings indicated a statistically significant difference between gender and the psychosocial aspect of mentoring. Analysis of the qualitative data further confirmed differences in cooperative education experiences with respect to both gender and ethnicity.


Articles with similar content:

STUDENT PERCEPTIONS OF INSTRUCTION, PEER INTEREST, AND ADULT SUPPORT FOR MIDDLE SCHOOL SCIENCE: DIFFERENCES BY RACE AND GENDER
Journal of Women and Minorities in Science and Engineering, Vol.4, 1998, issue 4
Jane Butler Kahle, William J. Boone
RETAINING WOMEN IN THE SCIENCES: EVIDENCE FROM DOUGLASS COLLEGE'S PROJECT SUPER
Journal of Women and Minorities in Science and Engineering, Vol.6, 2000, issue 4
John W. Young, Jean L. Hein, Jennifer L. Fisler
ONE PROJECT, MANY STRATEGIES: MAKING PRESERVICE TEACHER EDUCATION MORE EQUITABLE
Journal of Women and Minorities in Science and Engineering, Vol.3, 1997, issue 4
Jo Sanders, Patricia B. Campbell, Karin Steinbrueck
MEETING THE CHALLENGE: THE IMPACT OF THE NATIONAL SCIENCE FOUNDATION’S PROGRAM FOR WOMEN AND GIRLS
Journal of Women and Minorities in Science and Engineering, Vol.8, 2002, issue 3&4
Katherine Darke, Beatriz Chu Clewell, Ruta Sevo
I JUST NEED SOMEONE WHO KNOWS THE ROPES: MENTORING AND FEMALE FACULTY IN SCIENCE AND ENGINEERING
Journal of Women and Minorities in Science and Engineering, Vol.18, 2012, issue 1
Karlene Hoo, Laura Hartin Weathers, Caryl Heintz, Charlotte Chorn Dunham