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Full-Text Articles in Engineering Education
The Influence Of Connecting Funds Of Knowledge To Beliefs About Performance, Classroom Belonging, Dina Verdín, Jessica Smith, Juan Lucena
The Influence Of Connecting Funds Of Knowledge To Beliefs About Performance, Classroom Belonging, Dina Verdín, Jessica Smith, Juan Lucena
School of Engineering Education Graduate Student Series
First-generation college students in engineering accumulate bodies of knowledge through their working-class families. In our ethnographic data of first-generation college students, we identified tinkering knowledge from home and from work, perspective taking, mediational ability, and connecting experiences as knowledge sources brought to engineering. The purpose of this paper was to understand how first-generation college students’ accumulated bodies of knowledge (i.e., funds of knowledge) support their beliefs about performing well in engineering coursework, feeling a sense of belonging in the classroom, and certainty of graduating. Data for this study came from a survey administered in the Fall of 2018 from ten …
Understanding How Engineering Identity And Belongingness Predict Grit For First-Generation College Students, Dina Verdín, Allison Godwin, Adam Kirn, Lisa Benson, Geoff Potvin
Understanding How Engineering Identity And Belongingness Predict Grit For First-Generation College Students, Dina Verdín, Allison Godwin, Adam Kirn, Lisa Benson, Geoff Potvin
School of Engineering Education Graduate Student Series
Increasing the participation of underrepresented students, including first-generation college students, in engineering plays a central role in sustaining the U.S. research and innovation capacity. Diversity continues to be recognized as an asset in engineering. However, we also know that the culture of engineering has an implicit assumption about who can be and who is recognized as an engineer. There is also a complex relationship between participation in a community of practice and identity. Diverse students must not only author an identity as an engineer but also must grapple with how that identity, historically constructed as white and masculine, becomes a …
Understanding How First-Generation College Students’ Out-Of-School Experiences, Physics And Stem Identities Relate To Engineering Possible Selves And Certainty Of Career Path, Dina Verdín, Allison Godwin, Gerhard Sonnert, Phillip M. Sadler
Understanding How First-Generation College Students’ Out-Of-School Experiences, Physics And Stem Identities Relate To Engineering Possible Selves And Certainty Of Career Path, Dina Verdín, Allison Godwin, Gerhard Sonnert, Phillip M. Sadler
School of Engineering Education Graduate Student Series
This full, research category study examines how out-of-school experiences in Grades 9-12 predict first-generation college students’ engineering possible selves and certainty of career path. The data for this study came from a large-scale survey on outreach programs which was distributed in first- semester English courses to capture an array of responses from students interested in STEM and non-STEM careers. We used structural equation modeling to examine a set of hypotheses: 1) out-of-school experiences would be mediated by interest and recognition in physics and STEM and no direct effect will be found for out-of-school experiences on physics and STEM identities, 2) …