"我知道我需要学什么":边缘化身份的 STEM 学生的抱负资本和导航资本的交集

IF 3.9 2区 工程技术 Q1 EDUCATION & EDUCATIONAL RESEARCH
Erica B. Sausner, Cassandra Wentzel, James Pitarresi
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引用次数: 0

摘要

背景 社区文化财富(CCW)理论框架承认受压迫社区的资产。在这一框架中,愿望资本指的是面对系统性障碍时实现目标的希望,而导航资本则包括在并非为实现公平目标而设计的机构中取得进步的策略。本研究探讨了边缘化身份(MI)STEM(科学、技术、工程和数学)学生的抱负资本和导航资本的重叠之处(这种情况经常发生,且与理论相关)。 目的 本研究有助于深入了解边缘化身份学生的高等教育经历。了解学生对导航资本和理想资本的运用可以引导院校内部的变革。 设计/方法 本分析借鉴了对 26 名参与者进行的 51 次半结构式访谈。多轮定性编码和作者之间的意义共享为本研究结果提供了支持。 结果 当理想资本和导航资本在学生经历中重叠时,出现了三个主题。首先,多元智能学生采用个性化行动来实现他们的目标;他们的极端自立以及对优先事项和里程碑的参与是关键所在。其次,与功利主义叙事相呼应的内在动力鼓励着学生。这些叙事强调努力工作和把握机会的价值。最后,外部力量,包括以机构为基础的专家和文化,反映了支持个人方法和心态的抱负和导航资本的参与。每项研究结果都因人口统计类别而有细微差别。 结论 MI 学生在中学后教育中利用愿望资本和导航资本获得支持。对《特定常规武器公约》的组成部分和策略的认可,将学生公平体验和学业成功的责任转移到了 STEM 高等教育机构和利益相关者身上。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“I know what I need to learn”: The intersection of aspirational and navigational capitals for marginalized-identity STEM students

Background

The community cultural wealth (CCW) theoretical framework recognizes the assets of oppressed communities. Within the framework, aspirational capital refers to the hope to achieve in the face of systemic barriers, while navigational capital includes tactics engaged to progress within institutions that were not designed for equitable achievement. This study explores where aspirational capital and navigational capital overlap (a frequent and theoretically relevant occurrence) for marginalized-identity (MI) STEM (science, technology, engineering, and mathematics) students.

Purpose

This study provides insight into the experiences of higher education for MI students. Understanding students' deployment of navigational and aspirational capitals can direct change within institutions.

Design/Method

This analysis draws on 51 semi-structured interviews with 26 participants. Multiple rounds of qualitative coding and shared meaning-making among authors support the present findings.

Results

When aspirational capital and navigational capital overlap in student experience, three themes emerge. First, MI students use individualized actions to meet their goals; their extreme self-reliance and engagement of priorities and milestones are key. Second, intrinsic motivators echoing meritocratic narratives encourage students. These narratives emphasize the value of hard work and taking advantage of opportunities. Finally, external forces, including institutionally based experts and culture, reflect aspirational and navigational capital engagement that support the individual's approaches and mindsets. Each finding includes nuance based on demographic categories.

Conclusions

MI students draw on aspirational and navigational capital for support in postsecondary education. Recognition of CCW components and strategies shifts the responsibility of equitable student experiences and academic success to institutions and stakeholders in STEM higher education.

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来源期刊
Journal of Engineering Education
Journal of Engineering Education 工程技术-工程:综合
CiteScore
12.20
自引率
11.80%
发文量
47
审稿时长
>12 weeks
期刊介绍: The Journal of Engineering Education (JEE) serves to cultivate, disseminate, and archive scholarly research in engineering education.
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