Abonnement à la biblothèque: Guest
Journal of Women and Minorities in Science and Engineering

Publication de 6  numéros par an

ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

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INVESTIGATING HOW UNDERGRADUATE STUDENTS PERCEIVE CO-CURRICULAR SUPPORT IN ENGINEERING

Volume 24, Numéro 3, 2018, pp. 195-226
DOI: 10.1615/JWomenMinorScienEng.2018019206
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RÉSUMÉ

The engineering education research and practice community needs further understanding of how students perceive engineering student support centers, which are the common sources of co-curricular support developed to attract and retain students from underrepresented groups. Student perception is important to understand because it has implications for how students respond to, and whether or not they engage in, student support centers. The purpose of this qualitative study was to further understanding of co-curricular support by comparing and contrasting the perceptions of students who were acquainted with, even if they did not engage with, an engineering student support center, such as a women in engineering program or minority engineering program. We conducted focus groups with a total of 67 students. We recruited students from women in engineering programs (n = 29), minority engineering programs (n = 14), and diversity in engineering programs (n = 24). We identified 7 themes that represent 11 perceived advantages and 4 perceived disadvantages, and noted differences across student support centers. Findings from this study will assist engineering colleges with offering suites of student interventions that positively influence the undergraduate experience while mitigating unintended negative impacts.

CITÉ PAR
  1. Santiago-Aviles Jorge J., Bokreta M'Hamed Krimo, Light Gerri, The Science and Technology Wing: An Experiment for In-residence STEM Undergraduate Education, 2021 IEEE Integrated STEM Education Conference (ISEC), 2021. Crossref

Prochains articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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