Publication de 6 numéros par an
ISSN Imprimer: 1072-8325
ISSN En ligne: 1940-431X
Indexed in
EXPLORING THE MODERATING EFFECTS OF RACE AND ETHNICITY ON THE RELATIONSHIP BETWEEN CURRICULAR AND CLASSROOM EXPERIENCES AND LEARNING OUTCOMES IN ENGINEERING
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.
-
Ogilvie Andrea M., Knight David B., Engineering Transfer Students’ Reasons for Starting at Another Institution and Variation Across Subpopulations, Journal of Hispanic Higher Education, 19, 1, 2020. Crossref
-
Ogilvie Andrea M., Knight David B., Post-transfer Transition Experiences for Engineering Transfer Students, Journal of College Student Retention: Research, Theory & Practice, 23, 2, 2021. Crossref
-
Akbulaev Nurkhodzha, Aliyeva Basti, Sapena Juan, Gender and economic growth: Is there a correlation? The example of Kyrgyzstan, Cogent Economics & Finance, 8, 1, 2020. Crossref
-
Zhao Qiudi, Liu Xianwei, Ma Yonghong, Zheng Xiaoqi, Yu Miaomiao, Wu Dongjiao, Application of the Modified College Impact Model to Understand Chinese Engineering Undergraduates’ Sustainability Consciousness, Sustainability, 12, 7, 2020. Crossref
-
Brawner Catherine E., Orr Marisa K., Brent Rebecca, Mobley Catherine, Experiences of Black Persisters and Switchers in Electrical, Computer, and Mechanical Engineering Departments in the USA, 2020 IEEE Frontiers in Education Conference (FIE), 2020. Crossref
-
Giuliano Karen K., Sup Frank C., Benjamin Ellen, Krishnamurty Sundar, INNOVATE, Nursing Administration Quarterly, 46, 3, 2022. Crossref