Abo Bibliothek: Guest
Journal of Women and Minorities in Science and Engineering

Erscheint 6 Ausgaben pro Jahr

ISSN Druckformat: 1072-8325

ISSN Online: 1940-431X

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

Indexed in

PREDICTORS OF ENGINEERING-RELATED SELF-EFFICACY AND OUTCOME EXPECTATIONS ACROSS GENDER AND RACIAL/ETHNIC GROUPS

Volumen 20, Ausgabe 2, 2014, pp. 149-169
DOI: 10.1615/JWomenMinorScienEng.2014007902
Get accessGet access

ABSTRAKT

To better understand the underrepresentation of women and Latino/as in engineering, the current study examined longitudinal effects between engineering-related learning experiences and self-efficacy and outcome expectations among a sample of 575 engineering students attending a Hispanic Serving Institution, a college/university where at least 25% of undergraduates are full-time Latino/a students. Specifically, using Social Cognitive Career Theory as the theoretical base, this study tests two models−one in the Realistic domain and one in the Investigative domain−to determine whether the domain-specific learning experience variables of performance accomplishments, vicarious learning, verbal persuasion, and physiological arousal significantly predict domain-specific self-efficacy and outcome expectations over time. After controlling for the effects of Time 1 variables on the respective Time 2 variables, the findings indicated that Time 1 low emotional arousal was a significant predictor of Time 2 Realistic self-efficacy, and Time 2 Realistic outcome expectations were predicted by all four Time 1 learning experiences for all groups. Further, Time 1 vicarious learning, verbal persuasion, and emotional arousal had significant effects on Time 2 Investigative self-efficacy, but Time 1 performance accomplishment was not a significant predictor across racial/ethnic groups. Neither gender nor race/ethnicity moderated the cross-lagged paths in either model. Implications of the findings are discussed in regard to educational interventions for promoting the persistence of women and Latino/as in engineering programs.

REFERENZIERT VON
  1. Hunt Heather K., Flores Lisa Y., Navarro Rachel L., Lee Hang-Shim, Increasing diverse students' persistence in engineering: A social cognitive perspective, 2016 IEEE Frontiers in Education Conference (FIE), 2016. Crossref

  2. Garriott Patton O., Navarro Rachel L., Flores Lisa Y., First-Generation College Students’ Persistence Intentions in Engineering Majors, Journal of Career Assessment, 25, 1, 2017. Crossref

  3. Madamanchi Aasakiran, Ely David R., Ngambeki Ida, Magana Alejandra J., A Qualitative Study of Integrated Computing Experiences and Career Development in Community College Engineering Students, 2019 IEEE Frontiers in Education Conference (FIE), 2019. Crossref

  4. Garriott Patton O., Hunt Heather K., Navarro Rachel L., Flores Lisa Y., Lee Bo Hyun, Suh Han Na, Brionez Julio, Slivensky Diana, Lee Hang-Shim, Development and initial validation of the Engineering Learning Experiences Scale, Journal of Vocational Behavior, 124, 2021. Crossref

  5. Flores Lisa Y., Navarro Rachel L., Lee Bo Hyun, Hu Xiaotian, Diaz David, Martinez Leticia, Social cognitive predictors of Latinx and White engineering students' academic satisfaction and persistence intentions: Exploring interactions among social identities and institutional context, Journal of Vocational Behavior, 127, 2021. Crossref

  6. Blustein David L., Erby Whitney, Meerkins Tera, Soldz Isaac, Ezema Gabriel Nnamdi, A Critical Exploration of Assumptions Underlying STEM Career Development, Journal of Career Development, 49, 2, 2022. Crossref

  7. Gerçek Merve, Elmas-Atay Sevgi, Yılmaz Dilek, Engineering Learning Experiences: A Scale Adaptation and Validation into Turkish, Journal of Career Development, 2022. Crossref

Zukünftige Artikel

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
Digitales Portal Digitale Bibliothek eBooks Zeitschriften Referenzen und Berichte Forschungssammlungen Preise und Aborichtlinien Begell House Kontakt Language English 中文 Русский Português German French Spain