Boone, H., & Kirn, A. (2016, June), First Generation Students Identification with and Feelings of Belongingness in Engineering  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26903

\bibitem{asee_peer_26903}
  Boone, H., \& Kirn, A. (2016, June), \emph{First Generation Students Identification with and Feelings of Belongingness in Engineering}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26903

Hank Boone and Adam Kirn.  "First Generation Students Identification with and Feelings of Belongingness in Engineering".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26903 Internet.  18 May, 2024

\bibitem{asee_peer_26903}
  Hank Boone and Adam Kirn.
  "First Generation Students Identification with and Feelings of Belongingness in Engineering".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26903 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_26903
author = "Hank Boone and Adam Kirn"
title = "First Generation Students Identification with and Feelings of Belongingness in Engineering"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26903}
number = {10.18260/p.26903}
}

TY  - CPAPER
AB  - This research paper investigates how engineering students overcome difficulties in engineering through development of an engineering identity, belongingness and social capital with a focus on first generation students (FGS). FGS research often draws comparisons to continuing generation students (CGS) and depicts FGS as weaker students and having difficulty reaching graduation. Difficulties include limited study skills, difficulty meeting admission requirements, personal responsibility of tuition, need for employment, and familial relationships. Research demonstrates FGS “struggle”, but little literature examines FGS success persisting to degree attainment. Social capital was chosen as it is a prevalent factor of FGS success while identity and belongingness may relate to students’ levels of social capital.
FGS is defined as an individual whose parents have not attained a four year bachelor’s degree. Upper division students were selected as these students have persisted past traditional engineering barriers and may have developed identity and feelings of belongingness. A required communications class for engineers at a western land grant institution was surveyed using 106 Likert-type, matrix, and modified dichotomous items to understand the student’s social capital, experience, identity, and belongingness (n=202, 96% response rate). Analysis showed that being a FGS predicted higher belongingness to engineering major and class. It was also found that FGS had similar engineering identity, motivations toward engineering, experiences in engineering, and social capital provided by their social networks when compared to CGS students. FGS had a more positive opinion on experiences tied to the engineering classroom because they thought their professors gave them encouragement to think creatively, did not go through material too fast, and were happy with their class size when compared to CGS students. FGS did not have as many resources provided by their family/guardian but this could contribute to their differing views of their engineering experience.  

AU  - Hank Boone
AU  - Adam Kirn
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - First Generation Students Identification with and Feelings of Belongingness in Engineering
UR  - https://peer.asee.org/26903
DO  - 10.18260/p.26903
ER  -