Building a Pathway to Engineering: The Influence of Family and Teachers Among Mexican-Origin Undergraduate Engineering Students

Q1 Social Sciences

Journal of Hispanic Higher Education Pub Date : 2020-01-01 DOI:10.1177/1538192718772082

Erika L. Mein, Alberto Esquinca, Angelica Monarrez, Claudia Saldaña

引用次数: 13

Abstract

This study draws on sociocultural perspectives of identity to understand the ways in which Mexican-origin undergraduate students are recruited into the “figured world” of engineering. The analysis of in-depth, ethnographically situated interviews with 14 participants revealed three sets of recurrent discourses in students’ accounts of their pathways to engineering: discourses about the family and the “choice” to study engineering, discourses about childhood activities tied to engineering aspirations, and discourses about teacher support to become an engineer.

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构筑工程之路:家庭与教师对墨西哥裔工科本科学生的影响

本研究利用身份的社会文化视角来理解墨西哥裔本科生被招募到工程“数字世界”的方式。对14名参与者进行了深入的、民族志上的访谈，分析发现，在学生描述他们的工程之路时，三组反复出现的话语:关于家庭和学习工程的“选择”的话语，关于与工程抱负相关的童年活动的话语，以及关于教师支持成为工程师的话语。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Hispanic Higher Education Social Sciences-Education

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Hispanic Higher Education is an educational administration journal with cross-over into Latino culture studies as well as management, marketing, political science, and, of course, higher education. Topics will include: corporate culture at Hispanic-Serving Institutions; financial aid and graduation rates; retention strategies at Hispanic-Serving secondary institutions; Hispanic involvement in college and university athletics; Hispanic graduation rates among disciplines; organization development in Hispanic-serving institutions; curricular issues; demographic shifts and student government; technology and family values; teaching strategies; retention models; recruiting models; faculty development.