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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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EXPLORING THE MODERATING EFFECTS OF RACE AND ETHNICITY ON THE RELATIONSHIP BETWEEN CURRICULAR AND CLASSROOM EXPERIENCES AND LEARNING OUTCOMES IN ENGINEERING

Volume 22, Numéro 2, 2016, pp. 91-118
DOI: 10.1615/JWomenMinorScienEng.2016013601
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RÉSUMÉ

Increasing racial/ethnic minority students' success is a challenge for engineering undergraduate education. While studies have focused on students' access, persistence, and degree completion by disaggregating student race/ethnicity, relatively little research has been conducted on the differential relationship between student experiences and learning outcomes across racial groups. Based on Terenzini and Reason's college impact framework (2005, 2011), this study examined how students' race/ethnicity moderates the relationship between student experiences and learning outcomes. This study used student survey data from a nationally representative sample of 120 U.S. engineering programs from 31 four-year institutions and adopted blocked linear regression procedures with interaction effects between students' race/ethnicity and their curricular and classroom experiences on learning outcomes. The results indicated that students' experiences positively related with Asians' and Blacks' learning outcomes relative to Whites' learning on different curricular topics (e.g., core-engineering thinking) that their programs emphasized. While students' experiences on their instructors' student-centered teaching methods had positive and stronger relationships with learning for Asians than for Whites, group learning experiences had a positive relationship with learning for Blacks relative to Whites. These results suggest that more research investigating the relationship between student experiences and learning outcomes across subpopulations of students should be conducted because the same relationships do not appear to hold across racial/ethnic groups within engineering.

CITÉ PAR
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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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