Journal of Engineering Education最新文献

{"title":"Application of concept maps as an assessment tool in engineering education: Systematic literature review","authors":"Alexandra Jackson,&nbsp;Elise Barrella,&nbsp;Cheryl Bodnar","doi":"10.1002/jee.20548","DOIUrl":"10.1002/jee.20548","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Concept maps are a valid assessment tool to explore student understanding of diverse topics. Many types of academic programs have integrated concept mapping into their courses, resulting in various activities and scoring methods to understand student perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>Few prior reviews of concept mapping have addressed their use within engineering education. This systematic literature review examines articles that use concept mapping as an assessment tool in engineering education contexts and provides suggestions for future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>We conducted a literature search using terms related to concept map and engineering education. Articles were screened by their title, abstract, section, and then full paper, resulting in 53 articles for the final review. Two researchers examined the topic, activity type, and scoring method of the maps.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Concept mapping topics fit into three categories, and the activity structures fit into four types. Of seven scoring methods, “Traditional” was the most used. Studies that compared multiple scoring methods showed that the “Holistic” and “Categorical” methods were better able to capture the content of the maps. All types of scoring demonstrated positive outcomes, suggesting that concept maps can demonstrate understanding of the topic and can assess learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Concept maps have been applied in a number of ways. All types of concept mapping scores were shown to be useful and can lead to a better understanding of the students' learning outcomes. However, more research is needed to determine which scoring methods are recommended for specific applications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"752-766"},"PeriodicalIF":3.9,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20548","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89415082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fifty-three years of the Journal of Engineering Education: A bibliometric overview","authors":"Shaoping Qiu,&nbsp;Malini Natarajarathinam","doi":"10.1002/jee.20547","DOIUrl":"10.1002/jee.20547","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The <i>Journal of Engineering Education</i> (<i>JEE</i>) is a leading academic journal that serves to cultivate, disseminate, and archive scholarly research in engineering education. Bibliometric analysis has been gaining considerable interest from the scientific community in recent years. However, to the best of our knowledge, bibliometric analysis was not employed to analyze the publications of <i>JEE</i>.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>In recognition of <i>JEE</i>'s 111 years of publication, this paper uses bibliometric analysis to provide a retrospective journal overview. This study analyzes the publication characteristics, influence, and collaborative relationship of <i>JEE</i>. It also provides data for the development of future research.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A total of 1251 articles of <i>JEE</i> were retrieved from Scopus database for our bibliographic analysis using VOSviewer (Van Eck and Waltman, <i>Scientometrics</i> 2010; 84(2):523–538). The search was performed in mid-November 2021 using the term “<i>Journal of Engineering Education</i>” in the “Publication Titles” field, yielding 1379 documents between 1969 and 2021. We excluded editorials and notes and only included articles, reviews, and conference papers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p><i>JEE</i> has increasing contribution and influence within empirical engineering research publications regarding the quantity and the quality/citations of its published articles. The top contributing institutions are mainly from the United States. Major themes identified include knowledge acquisition and skill development, diversity and inclusion, engineering research and assessment, engineering learning mechanisms, and instrument and measurement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Emerging technologies and challenges provide new research topics and directions for <i>JEE</i>. Additionally, this study uncovers certain research gaps that <i>JEE—</i>to increase contributions and influence—can identify as growth areas.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"113 4","pages":"767-786"},"PeriodicalIF":3.9,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20547","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75416820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How did the landscape of student belonging shift during COVID-19?","authors":"Shruti Misra,&nbsp;Neha Kardam,&nbsp;Jennifer VanAntwerp,&nbsp;Denise Wilson","doi":"10.1002/jee.20542","DOIUrl":"https://doi.org/10.1002/jee.20542","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Belonging is a fundamental human motivation associated with a wide range of positive psychological, educational, social, and job outcomes. Frequent and predominantly conflict-free interactions within a stable, relational framework of caring are required to facilitate belonging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The goal of this study was to understand if and how emergency remote teaching (ERT) used during the COVID-19 pandemic changed the ways in which instructional support and interactions were linked to belonging among engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology/Approach</h3>\u0000 \u0000 <p>This study used survey data from a cross-sectional dataset at a single large institution comprised of sophomore to senior-level students (<i>n</i> = 1485) enrolled in engineering courses between 2016 and 2021. Hierarchical linear modeling (HLM) was used to study relationships among instructional support, instructor interactions, and belonging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings/Conclusions</h3>\u0000 \u0000 <p>HLM models of ERT and traditional learning differed dramatically. In traditional classroom learning, race, interactions with faculty and teaching assistants (TAs), and instructional support were important factors in belonging. In ERT, certain motivations to study engineering (altruism, desire to build things) had nuanced associations with belonging, while race and interactions with faculty and TAs became largely irrelevant. Most concerning, faculty interactions in traditional learning were negatively associated with belonging.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Rather than returning to pre-pandemic traditional learning, a hybrid model that offers a more level playing field for marginalized students to find belonging in the classroom is recommended. In developing such models, faculty must take special care to avoid having a potentially negative impact on student belonging.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 4","pages":"861-889"},"PeriodicalIF":3.4,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50120246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"(Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs","authors":"Walter C. Lee,&nbsp;Janice L. Hall,&nbsp;Malini Josiam,&nbsp;Crystal M. Pee","doi":"10.1002/jee.20543","DOIUrl":"https://doi.org/10.1002/jee.20543","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>It is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this article is to propose a conceptual model of student navigation in the context of undergraduate engineering programs. Our goal is to illustrate how localized, structural features unjustly shape the demands and opportunities encountered by students and influence how they respond.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Scope/Method</h3>\u0000 \u0000 <p>We developed our model using an iterative, four-stage process. This process included (1) <i>clarifying</i> the purpose of the development process; (2) <i>identifying</i> concepts and insights from prior research; (3) <i>synthesizing</i> the concepts and insights into propositions; and (4) <i>visualizing</i> the suspected relationships between the salient constructs in the propositions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our model focuses on the dynamic interactions between the characteristics of students, the embedded contexts in which they are situated, and the support infrastructure of their learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The resulting model illustrates the influence of structural features on how students a) respond to demands and opportunities and b) navigate obstacles present in the learning environment. Although its focus is on marginalized students in undergraduate engineering programs, the model may be applicable to STEM higher education more broadly.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 4","pages":"890-917"},"PeriodicalIF":3.4,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20543","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50145697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Honoring outstanding publications and reviewing","authors":"David B. Knight,&nbsp;Joyce B. Main","doi":"10.1002/jee.20540","DOIUrl":"https://doi.org/10.1002/jee.20540","url":null,"abstract":"","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 3","pages":"569-571"},"PeriodicalIF":3.4,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50119463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"We still need to teach engineers to write in the era of ChatGPT","authors":"Catherine G. P. Berdanier,&nbsp;Michael Alley","doi":"10.1002/jee.20541","DOIUrl":"https://doi.org/10.1002/jee.20541","url":null,"abstract":"ChatGPT has revolutionized conversations around writing since its release in November 2022. Faculty wonder how artificial intelligence (AI) such as ChatGPT will revolutionize higher education, where writing is a key competency and where our careers are built on our ability to productively publish. Perhaps you are intrigued, distressed, or horrified by AI; perhaps you are worried about how engineering writing should now be taught; or perhaps you want to arm yourself with messaging for your students when they ask why they even have to learn to write. We have no idea how AI will replace or modify the ecosystem of higher education and knowledge creation, or how ChatGPT will be embedded in the disciplinary norms of the future; some of those ideas are described in the guest editorials by Johri et al. and Menekse et al. in this issue. Many faculty may wonder whether the ability to self-generate text will go the way of the slide rule—becoming a quaint relic of the past. In this guest editorial, we conceptualize the “teaching of engineering writing” as the activities that happen both in undergraduate and graduate classrooms and informally in research relationships—wherever students learn to write authentically for disciplinary audiences. Historically, a reason for teaching engineering writing is to prepare our future engineering workforce to communicate their ideas with each other, to users, and to the public. Most faculty hope that our students would pursue meaningful and high-impact positions in industries that are at the forefront of technology. If our undergraduate and graduate students are to work in transformative areas, we need to arm them with the ability to communicate the value of novel ideas in the face of dominant narratives and pre-existing knowledge. Further, we find it difficult to believe that industries with high profit potential, technological advancement, or secure information will encourage the upload of queries or protected information into online AI tools. This guest editorial is framed around two propositions regarding why we still need to teach engineering writing: First, to teach students to write is to teach them to think; and second, AI is a tool and not a replacement for teaching writing.","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 3","pages":"583-586"},"PeriodicalIF":3.4,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50154238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Envisioning the future of learning and teaching engineering in the artificial intelligence era: Opportunities and challenges","authors":"Muhsin Menekse","doi":"10.1002/jee.20539","DOIUrl":"https://doi.org/10.1002/jee.20539","url":null,"abstract":"Generative artificial intelligence (AI) technologies, such as large language models (LLMs) and diffusion model image and video generators, can transform learning and teaching experiences by providing students and instructors with access to a vast amount of information and create innovative learning and teaching materials in a very efficient way (e.g., U.S. Department of Education, 2023; Kasneci et al., 2023; Mollick & Mollick, 2023; Nikolic et al., 2023). For example, Google Bard and OpenAI ChatGPT are LLMs that can generate natural language texts for various purposes, such as summaries of research papers (e.g., OpenAI, 2023). At the same time, Midjourney and DeepBrain AI are diffusion models that can create diagrams (e.g., concept maps), images, and videos from textual or visual inputs. Engineering education, in particular, can benefit from integrating and utilizing generative AI technologies to improve instructional resources, develop new technology-enhanced learning environments, reduce instructors' workloads, and provide students with opportunities to design and develop their learning experiences. These technologies can help educators to create more personalized, effective, and engaging learning experiences for engineering students. Most engineering students struggle to acquire a deep understanding of complex engineering concepts because of the nature of the highly mathematical concepts, lack of prior knowledge, limitations of the large lectures, limited resources that prevent the use of commercially available lab equipment, and the lack of innovative teaching tools that could be utilized to enhance learning experiences (e.g., Menekse et al., 2018, 2022; Miller et al., 2011; Reeves & Crippen, 2021; Streveler & Menekse, 2017). These factors adversely affect retention and graduation rates and inhibit persistence in engineering majors (e.g., Estrada et al., 2016). Generative AI technologies and tools (e.g., CourseMIRROR) could support engineering educators to improve students' learning and engagement (e.g., Fan et al., 2015; Luo et al., 2015; Menekse, 2020).","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 3","pages":"578-582"},"PeriodicalIF":3.4,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50139199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Compassion and engineering students' moral reasoning: The emotional experience of engineering ethics cases","authors":"Nihat Kotluk,&nbsp;Roland Tormey","doi":"10.1002/jee.20538","DOIUrl":"https://doi.org/10.1002/jee.20538","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There has been an increase in interest in emotion in engineering and science ethics education. There is also evidence that emotional content in case studies may improve students' learning and enhance awareness, understanding, and motivation concerning ethical issues. Despite these potential benefits, however, emotions' relationship to moral reasoning remains controversial, with ongoing debate as to how much and in what way emotional content impacts on moral reasoning. Furthermore, only limited empirical research has explored how emotions affect students' moral reasoning in educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>The purpose of this study was to determine whether mild to moderate compassion-induced engineering ethics case contents affected the moral reasoning schemas activated in students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design/Method</h3>\u0000 \u0000 <p>We conducted experimental research using the Engineering and Science Issues Test (ESIT). First, we modified the six case studies of the ESIT, to increase the compassion associated with the cases' protagonists to a mild to moderate level. We tested this instrument with 207 participants to ensure the changes did affect compassion without impacting on other potential emotions. Then, in a second study with 305 participants, we investigated whether the changed compassion intensity of the protagonists in the case studies affected the moral reasoning schemas activated in participants.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The induction of mild to moderate compassion did not impact the moral reasoning schemas activated. Findings also show that we managed to affect compassion intensity in the case studies without changing other emotions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study reveals how to include a targeted emotion in engineering case studies in order to improve students' learning without affecting the moral reasoning schemas activated.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 3","pages":"719-740"},"PeriodicalIF":3.4,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20538","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50139201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Belonging as a gateway for learning: First-year engineering students' characterizations of factors that promote and detract from sense of belonging in a pandemic","authors":"J. B. Buckley,&nbsp;B. S. Robinson,&nbsp;T. R. Tretter,&nbsp;C. Biesecker,&nbsp;A. N. Hammond,&nbsp;A. K. Thompson","doi":"10.1002/jee.20529","DOIUrl":"https://doi.org/10.1002/jee.20529","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A predictor of student success, sense of belonging (SB) is often inhibited for minoritized students in engineering environments and difficult to foster in online courses. A shift to remote learning formats necessitated by COVID-19, therefore, posed an additive threat to SB for engineering first-year students, especially those with minoritized identities. Research is needed to understand impacts of online learning to SB for engineering students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose Hypothesis(es)</h3>\u0000 \u0000 <p>The study examined factors that promoted or detracted from SB in engineering in remote courses and ways in which identity related to SB.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Design Method</h3>\u0000 \u0000 <p>Part of a larger mixed-methods study, this article examines focus group data from 31 first-year engineering students in 2020 to characterize student experiences in engineering courses moved online during COVID-19.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>In addition to the mutually reinforcing nature of SB and learning, findings reveal that the major factors of (a) peer interactions, (b) instructor behavior and course design, (c) environmental identity cues, and (d) personal and psychological factors influenced SB. Examples of factors that positively contributed to SB in remote-delivery courses included platforms for open communication with peers, “live” ability to ask complex questions, and a critical mass of peers of similar identity; example factors hindering SB included limited use of cameras in synchronous classes, elitist peer interactions, instructor focus on academic performance (vs. growth), and feelings of self-doubt.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Both identity and COVID-19 impacted SB for students, with results showing four pathways to support SB and learning for diverse students in engineering across course formats.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 3","pages":"816-839"},"PeriodicalIF":3.4,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50152707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Latiné engineering students resist White male engineering culture: A multi-institution analysis of academic engagement","authors":"Patton O. Garriott,&nbsp;Ayli Carrero Pinedo,&nbsp;Heather K. Hunt,&nbsp;Rachel L. Navarro,&nbsp;Lisa Y. Flores,&nbsp;Cerynn D. Desjarlais,&nbsp;David Diaz,&nbsp;Julio Brionez,&nbsp;Bo Hyun Lee,&nbsp;Evelyn Ayala,&nbsp;Leticia D. Martinez,&nbsp;Xiaotian Hu,&nbsp;Megan K. Smith,&nbsp;Han Na Suh,&nbsp;Gloria G. McGillen","doi":"10.1002/jee.20536","DOIUrl":"https://doi.org/10.1002/jee.20536","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although participation rates vary by field, Latiné and women engineers continue to be underrepresented across most segments of the engineering workforce. Research has examined engagement and persistence of Latiné and White women in engineering; however, few studies have investigated how race, ethnicity, gender, and institutional setting interact to produce inequities in the field.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>To address these limitations, we examined how Latina, Latino, and White women and men students' engagement in engineering was informed by their intersecting identities and within their institutional setting over the course of a year.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>We interviewed 32 Latina, Latino, and White women and men undergraduate engineering students attending 11 different predominantly White and Hispanic Serving Institutions. Thematic analysis was used to interpret themes from the data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Our findings illustrate how Latinas, Latinos, and White women developed a strong engineering identity, which was critical to their engagement in engineering. Students' engineering identity was grounded in their perceived fit within engineering culture, sense of purpose for pursuing their degree, and resistance to the dominance of White male culture in engineering. Latinas described unique forms of gendered, racialized marginalization in engineering, whereas Latinas and Latinos highlighted prosocial motivations for completing their degree.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Findings suggest that institutional cultures, norms, and missions are critical to broadening participation of Latinas, Latinos, and White women in engineering. Disrupting White male culture, leveraging Latiné students' cultural wealth, and counter-framing traditional recruitment pitches for engineering appear to be key in these efforts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":50206,"journal":{"name":"Journal of Engineering Education","volume":"112 3","pages":"695-718"},"PeriodicalIF":3.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jee.20536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50150454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}