Validating Practices and Messages that Promote Women's Engineering Classroom Belongingness: An Intersectional Approach

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Dina Verdin, Andrea Lili Castillo
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引用次数: 0

Abstract

Establishing and sustaining a sense of belonging is a necessary motivation with particular implications for student learning, including in engineering. Validation is a crucial component of the learning process, as it helps individuals feel a sense of belonging and purpose within their educational environment. Yet, there is a dearth of literature that speaks to practical classroom practices that validate women’s sense of belonging without putting the onus directly on them. Therefore, the aim of this study was to examine validating practices and messages that contributed to women’s engineering classroom belongingness. This study used survey data of engineering students collected from nine 4-year institutions. Multiple regression analysis with interaction effects was used to understand how practices and messages differentially validated classroom belongingness when considering an intersectional lens. Our findings identified strategies that could help remedy classroom belongingness for women based on racial/ethnic representation in engineering, parents’ level of education, transfer status, and institution type. Instructors have a crucial role to play in fostering student belongingness, but it must be done with attention to the different practices and messages that speak to students about their fit in engineering. Identifying specific validating mechanisms practiced by both instructors and peers can provide engineering educators with concrete strategies to continue supporting women’s sense of belonging in the engineering culture. We conclude with recommendations of how to enact validating messages and teaching practices to promote classroom belongingness.
验证促进女性工程课堂归属感的实践和信息:一种交叉方法
建立和维持归属感是一种必要的动机,对学生的学习有特殊的影响,包括在工程方面。验证是学习过程中至关重要的组成部分,因为它帮助个人在他们的教育环境中感受到归属感和目标感。然而,在课堂实践中,在不把责任直接推给女性的情况下,证实女性归属感的文学作品却寥寥无几。因此,本研究的目的是检验有助于女性工程课堂归属感的验证实践和信息。本研究采用九所四年制院校工科学生的调查数据。多元回归分析与互动效应被用来理解如何实践和信息差异验证课堂归属感时,考虑到交叉镜头。我们的研究结果确定了一些策略,可以帮助纠正基于工程领域种族/民族代表性、父母教育水平、转学状态和机构类型的女性课堂归属感。教师在培养学生归属感方面发挥着至关重要的作用,但必须注意不同的实践和信息,告诉学生他们适合工程学。确定由导师和同行实践的具体验证机制可以为工程教育者提供具体的策略,以继续支持女性在工程文化中的归属感。最后,我们提出了如何制定有效的信息和教学实践来促进课堂归属感的建议。
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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
35
期刊介绍: The Journal of Women and Minorities in Science and Engineering (JWM) publishes original, peer-reviewed papers that report on empirical investigations covering a variety of topics related to achieving inclusion of historically underrepresented and minoritized populations in science and engineering education, academe, and professional practice. These populations include those who identify as people of color, white women, first generation college students, veterans, members of the LGBTQ+ community, people with disabilities, and the intersections of these and other identities. The journal especially welcomes research manuscripts that use theoretical frameworks and methodologies appropriate to the study of underrepresented and marginalized populations and/or use intersectional approaches. The journal also publishes studies on novel educational innovations that hold promise for transferability to other contexts.
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