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Journal of Women and Minorities in Science and Engineering

Published 6 issues per year

ISSN Print: 1072-8325

ISSN Online: 1940-431X

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

Indexed in

MOTIVATING INCOMING ENGINEERING STUDENTS WITH DIVERSE BACKGROUNDS: ASSESSING A SUMMER BRIDGE PROGRAM’S IMPACT ON ACADEMIC MOTIVATION

Volume 23, Issue 2, 2017, pp. 121-145
DOI: 10.1615/JWomenMinorScienEng.2017017960
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ABSTRACT

Student retention is a common concern in engineering education, and first-year retention is a priority in engineering colleges throughout the United States. In an effort to broaden participation, engineering colleges also seek opportunities to engage women and minorities as early as possible. In view of these situations, many colleges offer summer bridge programs that are intended to ease the transition from high school to college for incoming students−often students from groups that are underrepresented, such as women and minorities. Although the adoption of summer bridge programs is widespread in engineering, the literature surrounding the impact of these programs has theoretical limitations. This manuscript describes the use of an evaluation tool based on the MUSIC® Model of Motivation to investigate how concepts from current motivation research and theories can be used to assess a summer bridge program. Two student cohorts (N = 183) of an established summer bridge program that serves a diverse population were assessed. This research highlights how a summer bridge program can affect the motivation-related perceptions of underrepresented students. Because the MUSIC Model of Motivation captures a wide range of motivation constructs it makes it possible to investigate how different subgroups experience a summer bridge program. For example, this study found that male students rated their expectancy for success higher then female students, and represented students rated their expectancy for success higher than underrepresented students. Another key finding was the importance of expectancy for success and having a caring staff on underrepresented students.

CITED BY
  1. Taylor Ashley, Waters Raeven, Bhaduri Sreyoshi, Lutz Benjamin, Lee Walter, Student attitudes about diversity: “If the field of engineering were more diverse, what would that mean for you?”, 2017 IEEE Frontiers in Education Conference (FIE), 2017. Crossref

Forthcoming 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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