Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia B. Paschal, Vanderbilt University

Tagged Divisions

Educational Research and Methods

response may be sufficient ifplacement information is provided even though other survey items such as starting salary orforwarding address may not be provided. Thus, a qualified use of RR2 can be appropriate. Asthe cohort of graduating students is a clearly defined population, UH + UO is zero in thissituation.As noted above, response rates vary significantly and are often much lower than desired. Whenresponse rate goes down, the probability that the survey data will reflect an accurate picture ofplacement goes down. To illustrate this, a simulation of survey responses was performed. A Page 24.131.3dataset of 300 graduating students was created with

Conference Session

New Learning Paradigms II

Collection

2010 Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University; Monica Cardella, Purdue University; Senay Purzer, Purdue University

Tagged Divisions

Educational Research and Methods

like this might be used both as instructional activities or asanother means for assessing problem scoping ability.Implications for the instrumentThe significant difference in total score suggested that the instrument were able to reflect theteachers’ gained experience during the workshop. To further validate the instrument, we plan tohave a second coder apply the rubric to the data and have another group of teachers who do notgo through professional development workshop perform the task twice within the time frame of aweek.Although the total scores showed significant differences, the effect size represented only a smallto medium difference. Because the difference is small, it is possible that the instrument needs tobe refined. It could be that

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Geoffrey Brown, University of Michigan; David B Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Educational Research and Methods

affected by theexternal influences of employers with particular workforce needs20 and the expectationsof their accrediting agency21.A significant body of research suggests that a faculty member’s academic field, andimplicitly their experiences in that field, influence curricular and instructional decisionmaking22-24. The Academic Plan reflects these findings in its attention to the role ofacademic discipline, both as the unit (department) level and the individual (faculty) level.Accounting for discipline, personal characteristics such as gender and prior experiencesmay also shape instructional choices25-27. For example, engineering faculty members’experiences in industry may shape their approach to teaching, encouraging instructionalprocesses that

Conference Session

Research in Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Luanna B. Prevost, Michigan State University; Kevin C. Haudek, Michigan State University; John E. Merrill, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

node sizes indicating the morecorrect responses contained these predictive ideas (i.e. reactants, products, energy of products,lower (energy). Correct responses also contained terms in the category delta G while incorrectresponses did not.We also observed more co-occurrences among categories in the correct responses than amongcategories in the incorrect responses web diagram. These co-occurrences are also more frequentas represented by the solid line between the nodes reactants and lower in the correct responseweb diagram. These connections reflect the comparisons made by students giving correctresponses, such as the response ―…with the products having less energy than the reactants‖which contained 3 ideas. In contrast, the fewer or weaker

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Justin P. Micomonaco, Michigan State University

Tagged Divisions

Educational Research and Methods

clarity of survey items. Then the students were asked to reflect on theirunderstanding of certain items to ensure clear wording where concerns were previously raised.The feedback from the pilot resulted in the rewording of some questions to clarify some of theagree/disagree statements. From the data collected during the first survey administration, I used a combination ofscale reliability tests and factor analysis to develop sub-scales in each of the theoretical areas.After exploring inter-item reliability and correlations, I decided to employ a principle-componentanalysis (PCA) for each of the four theoretical components listed above. I chose PCA because itis useful when trying to reduce the number of data items and when trying to see how

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl A.P. Cass, Clemson University; Zahra Hazari, Clemson University, Department of Engineering & Science Education and Department of Mathematical Sciences; Philip Michael Sadler, Harvard-Smithsonian Center for Astrophysics; Gerhard Sonnert, Harvard-Smithsonian Center for Astrophysics

Tagged Divisions

Educational Research and Methods

, where students iteratively solved problems andreceived feedback from expert engineers.24 STEM identity development prior to college (i.e.prior to encountering engineering-specific curricula) and in the absence of engineering activityinterventions (e.g. Digital Zoo) was further described by Aschbacher and colleague as beingheavily influenced by student relationships and interactions with family and teachers.25The micro-macro dimension, described by Lichtwarck-Aschoff and colleagues, distinguishesbetween time scales within which identity formation can occur. While micro-level events arealmost always real-time and non-reflective, “the macro level of identity typically requires theperson to explicitly reflect on what the person considers stable and

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gillespie, University of Miami; Ann F. McKenna, Arizona State University, Polytechnic campus; Russell Pimmel, National Science Foundation

Tagged Divisions

Educational Research and Methods

literature tended to focus on this area. This focus on core was also reflected inproposals. Thus, the percentages of items coded from each area were similar, but the numberswere different. Table 2. Averages and percentages for three main categories of transformation. Year External # External % Core # Core % Social # Social % 2005 4.6 29% 7.3 27% 3.5 27% 2009 3.0 18% 7.8 29% 3.6 28%We found that on average proposals included 25% to 30% of the items expected in a potentiallytransformative proposal with at least a few items in each of the three areas necessary fortransformation. However, the focus for

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Devlin B. Montfort, Washington State University; Geoffrey L Herman, University of Illinois, Urbana-Champaign; Shane A. Brown P.E., Washington State University; Holly M Matusovich, Virginia Tech; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

introduced to andconvinced of any developing themes. The structure of the meetings focuses on codes,which are the analytical tools most closely related to the data. As implied above, a greatdeal of interpretation is somewhat hidden in researching students’ conceptualunderstanding as researchers assume they know what students mean, or that students’statements accurately reflect their understanding of the concepts (rather than just thequestions being asked, for example). The increased and structurally supported focus onthe data is the greatest potential strength of this method.Disagreements about coding, even when they arise to a misunderstanding of content onthe part of the novice, force an ongoing attenuation of the theoretical framework guidingthe

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Morgan Elizabeth Anderson, University of Washington; Denise Wilson, University of Washington; Ziyan Bai, University of Washington; Neha Kardam, University of Washington; Shruti Misra, University of Washington

Tagged Divisions

Educational Research and Methods

anonline environment. To reflect the differences between online teaching during the pandemic andtraditional online teaching, remote instruction has been labelled emergency remote teaching(ERT) [2]. The abrupt and emergency nature of the transition to ERT (hereafter called remotelearning) has led to the notion that the quality of higher education decreased as a result of thepandemic. But, at the present time, insufficient evidence is available to assess to what degreehigher education and learning may have been compromised by the shift to remote learning. Earlyresearch assessing the impact of the COVID-19 pandemic on higher education in China andSouth Korea has found that students engaged in increased and proactive communication withpeers and

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

peers,faculty, and family [10], [19] but are extended to include any institution or person whoserecognition of an engineering identity matters to the recipient. These definitions guidedconversation around the process in which recognition is qualified and interpreted by participantsin this study.This study proposes a model of determining meaningful recognition and examines the proposedmodel’s use as influenced by participants’ time spent practicing and developing an engineeringidentity. Rather than reflect on the “strength” of an engineering identity, this use of participants’experience with an engineering identity is derived from the existing work that considersbiographical and time-oriented trajectories of identity development [24], [25

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Cathy Burack, Brandeis University; John Duffy, University of Massachusetts Lowell; Alan Melchior, Brandeis University; Eric Morgan, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

benefits. Thereare many other definitions in the literature, for example, service-learning is the integration ofacademic subject matter with service to the community in credit-bearing courses, with keyelements including reciprocity, reflection, coaching, and community voice in projects (Jacoby,1996)1. Service-learning (S-L) has been shown to be effective in a large number of cognitiveand affective measures, including critical thinking and tolerance for diversity, and leads to betterknowledge of course subject matter in such classic studies as Eyler and Giles (1999)2 and Astinet al. (2000)3.Service-learning in engineering has been a little slower to take hold. There were just a fewfaculty, courses, and institutions using S-L a decade ago (Tsang

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

. There was greater agreement from mechanicaland civil engineering faculty, probably because service-learning projects have fit more easilyinto a wider range of courses in these disciplines. In electrical and computer engineering,service-learning is generally tied to assistive technology projects – although new projects haverecently been added – and with chemical and plastics engineering, appropriate service learningprojects are hard to find. This department-specific difference in the integration of service-learning is more significantly reflected in last two statements. For statement (f) “in principle,service-learning would be beneficial to the students in the courses I teach,” the level ofagreement decreased as civil, mechanical, electrical

Conference Session

Motivation and Engagement

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Bashirah Ibrahim, Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Educational Research and Methods

Learning. Motivation is a physical or psychological drive to obtain the means tosatisfy one's needs for existence, relatedness, and growth15. People's beliefs about their ability toexercise control over events that affect their lives are major factors in their motivation, affect,and action. People actively influence their motivations based on how they handle their goals andexpectations of achieving them4. Self-efficacy beliefs influence the level of goals they set, thestrength of their commitments to the goals, and their behaviors to achieve the goals. People'sself-efficacy beliefs determine their level of motivation, as reflected in how much effort theyexert in an endeavor and how long they persevere in the face of obstacles. People's beliefs

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Expectancy-value theory (EVT)suggests that achievement-related decisions reflect individuals’ expectations of success orcompetence beliefs related to a particular task, and the subjective task value they associate with agiven option17, 18, 19. These beliefs and values are shaped by individuals’ personal identities, pastexperiences, the social context in which they are embedded, and their interactions with a givenset of cultural norms18, 19. Eccles and colleagues identify four types of subjective task value:  Interest-enjoyment value: the extent to which an individual anticipates enjoying an activity. This type of value is likely to be integrated into an individuals’ self-concept.  Attainment-achievement value: how a choice aligns with

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Educational Research and Methods

becomeresponsible for their own learning, which necessitates reflective, critical thinking aboutwhat is being learned22. In PBL, students are asked to put their knowledge to use and tobe reflective and self-directed learners.”23Barrows and Kelson24 identify five goals behind the design of PBL instruction. Self-directed learning is explicitly stated. The goals are the following: 1) construct knowledge; 2) acquire problem-solving skills; 3) become self-directed learners; 4) develop effective collaborative skills; and 5) enhance intrinsic motivation to learn.The act of engaging in SDL is an essential component of the student learning in PBL.Whether this is implicit for the students or made explicit by their facilitators, the studentsare

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jana Bouwma-Gearhart, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Christina Smith, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

relative prevalence and strength of certain factorsindicative of potential for organizational change. These factors underlie many postsecondary educationimprovement interventions’ theories of action and take into consideration the context in whichpostsecondary initiatives are situated. Finally, we reflect on the practicality of our research model towardsinforming and revising an intervention’s theory of action, as well as its feasibility for other efforts toimprove and study related change in postsecondary education organizations.IntroductionInterventions to improve postsecondary teaching and learningIn response to public opinion, as well as research in postsecondary education, the US continues efforts tostrengthen postsecondary education to

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Loraine Lowder, Southern Polytechnic State University; Adeel Khalid, Southern Polytechnic College of Engineering & Engineering Technology; Daniel R Ferreira, Southern Polytechnic State University; Jeanne Law Bohannon, Southern Polytechnic State University ; Beth Stutzmann, Southern Polytechnic State University & Fulton County Schools; Mir M. Atiqullah, Kennesaw State University; Rajnish Singh, Southern polytechnic state university; Tien Yee, Southern Polytechnic State University; Keshav Raj Acharya, Southern Polytechnic State University; Craig A Chin, Southern Polytechnic College of Engr and Engr Tech; M. A. Karim P.E., Southern Polytechnic College of Engr and Engr Tech; Robert Shegiharu Keyser, Southern Polytechnic State University; Donna Colebeck

Tagged Divisions

Educational Research and Methods

forassistance.This type of analysis is also a subjective process, because it relies on human linguistic exchange,beginning with the writers of the question and ending with the participants’ responses to thequestion. Because the survey in this case is an anonymous, linear instrument, no dialogiccommunication occurred between writers and participants. Although it does not reflect on thevalidity of the survey or the research outcomes, it warrants a note because of the subjectivityinherent in such a mono-logic transfer of information. Therefore, any responses that wereincoherent or missing were coded as not readable (NR) because no effort could be made tocontact participants for linguistic clarity.Researchers administered the survey as primarily a quantitative

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z. Mejia, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education. ©American Society for Engineering Education, 2020 A Look Into the Lived Experiences of Incorporating Inclusive Teaching Practices in Engineering Education AbstractThis research paper contributes to the field's understanding on how to support educators increating a diverse and inclusive engineering education environment. Even with manyconversations around diversity and inclusion, recruitment

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, Oregon State University; Jaynie L. Whinnery, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

canuse feedback to evaluate the current conceptions of their students, address errors, reinforcestrengths, reduce the learners’ cognitive loads, encourage reflection and stimulate considerationof alternative solution paths.3,8,12,13 In other words, feedback allows for comparison between adesired educational outcome and actual student performance.9 The instructor can use feedback tofacilitate learning and performance through interaction, information sharing, guidance,encouragement, and reinforcement.12,14Providing feedback for students has been found to be significantly and positively related to gainsin engineering design skills and professional skills, such as communication, teamwork andcritical thinking.4,15,16 Feedback is powerful because it

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Sarah Jane Grigg, Clemson University; Adam Kirn, Clemson University; Justine M. Chasmar; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

these higher-level executive functions such as planning, monitoring,evaluating, and revising guide problem solving processes and are vital in monitoring progresstowards goals.31 Students using limited metacognitive processes typically are unable to identifyand correct errors in problem solving attempts. Metacognitive tasks have been shown to becorrelated to successful problem solving attempts.28 There are two distinct components ofmetacognition: knowledge about cognition and regulation of cognition. Knowledge of cognitionrefers to the reflective aspect of metacognition and includes three components: declarativeknowledge (knowledge about self and about strategies), procedural knowledge (knowledge abouthow to use strategies), and conditional

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Callahan Ph.D., Boise State University; Patricia Pyke, Boise State University; Susan Shadle Ph.D., Boise State University; R. Eric Landrum, Boise State University

Tagged Divisions

Educational Research and Methods

the 2007-2008 academic year, the CTL started a faculty learning community (FLC) program(Cox, 2001).13 The program has involved interdisciplinary communities of 8-10 faculty in ayear‐long process of inquiry to promote faculty development and enhance student learning. Theprogram is designed to stimulate dialogue, reflection, and innovation in teaching, to foster asense of community, and to promote scholarly teaching practice. In the early years of thisprogram, a number of STEM faculty were involved in interdisciplinary dialogue aroundundergraduate research, first year student-success, and active learning in large enrollmentcourses. More recently, with support from the Idaho STEP project, we have supported twoSTEM-specific FLCs. In 2010-2011, an

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, I read blogs written by a wide range of internal authors.This study does not incorporate interviews with key stakeholders in the innovation process.While interviews could be used in conjunction with multimodal discourse analysis, the methoddoes not require incorporating interviews. Recognizing the power of first-person accounts, thisdesk-based study incorporates first-person perspectives found in designers’ written reflections.This archival strategy permits the researcher to consider projects across space and time.Reviewing documentation produced five years ago provides different insights than askingsomeone to reflect on the same events. Similarly, critical analysis of project documentationpermits comparing vastly different geographical and

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela van Barneveld, Purdue University; Johannes Strobel, Purdue University, West Lafayette; Greg Light, Northwestern University

Tagged Divisions

Educational Research and Methods

-facilitator role was that of facilitating students in becoming independent learners. The reframing van Barneveld, Strobel, & Light 8of the educators’ identity may reflect the change of perspective that being an educator goesbeyond the content provided to or the concepts acquired by students. This category reinforces the‘who I am’ conceptualization of the role where the essence of the engineering educator is notconfined by how much they know and how much they can control the students and the learningenvironment, but embraces a transformed perspective of learning and of self and how he/she canbe of service in supporting the students to construct their knowledge.While the outcome

Conference Session

Fostering Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alexandra Emelina Coso, Georgia Institute of Technology; Reid Bailey, University of Virginia

Tagged Divisions

Educational Research and Methods

paper is a single dimension of interdisciplinary understanding, criticalawareness. According to Boix Mansilla et al. (2007; 2009), the dimension of critical awarenessasks the question: “Does the work exhibit reflectiveness about the choices, opportunities, and limitations that characterize interdisciplinary work and about the limitations of the work as a whole, such as what an account failed to explain or what a solution could not address?”In the context of interdisciplinary engineering teams, the study presented here refocuses thisquestion to examine students‟ awareness of the interdisciplinary process as it relates tointerdisciplinary engineering project teams and the opportunities and limitations associated withthose

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amanda S. Fry, Purdue University; Monica E. Cardella, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of the identical solution. Studentsself-reflected on how they could improve their feedback. Students completed peer reviews oftheir MEA solutions the following week11. Page 22.1339.5B. Data CollectionAs previously stated, this paper reports on one piece of a larger study aimed at investigating therole of feedback in students’ model-development process. The larger study included collection ofcopies of student work, copies of peer feedback generated by students, copies of GTA feedback;video-recordings of teams of students making revisions to their solutions, and interviews withstudents as well as GTAs. This paper focuses on interviews with

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

team leaders and platoons and everything. Just like the whole chain of command.He goes on to talk about what he is expected to know and how he is expected to use that Page 22.69.11knowledge to help the freshmen.We can then ask how CBT contributes to identity development. While it is a highly structuredactivity, we also find that reflection on CBT is critically important. MilA cadets talk aboutrealizing later just how much they accomplished or just what they could do. In talking about thesummer military program in general Matthew said “Being able to like reflect on what I’ve donesince this is like, since this tests you, in different ways

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Caitlin H. Wasilewski, Seattle Pacific University

Tagged Divisions

Educational Research and Methods

, especially concerning class sizes, access toresources, and community. The most salient are differences in class size as smaller universitiestend to have smaller class sizes as seen in our two study populations. Several studies haveexplored differences in class size and have noted that while grades do not explicitly reflect Page 24.1025.5knowledge gains, there is a negative relationship between grades and class size 40. In K-12  environments it has been shown that smaller classes offer faculty the opportunity to giveattention to individual students leading to increased individualized learning and the greaterfrequency of support for active

Conference Session

Research on Engineering Design Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ryan C. Campbell, University of Washington; Ken Yasuhara, University of Washington; Cynthia J. Atman, University of Washington; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

students what factors they would take into account indesigning a retaining wall system to contain flooding of the Mississippi River. The follow-upinterviews then asked the students to reflect on their design task responses and includedquestions about their knowledge of Hurricane Katrina, which had occurred the previous summer,and the influence such knowledge might have had on their responses.The research question driving this analysis can be articulated as follows: In what qualitativelydifferent ways does knowledge of a humanitarian disaster influence student thinking on a con-ceptually related design task? Given the qualitative nature of the data and the exploratory natureof our research question, our analysis follows a descriptive approach that

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Gilbuena, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matilde Luz Sanchez-Pena, University at Buffalo; Nichole Ramirez, Purdue University, West Lafayette; Xinrui (rose) Xu, Purdue University, West Lafayette; Douglas B. Samuel, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

through the processes of social categorization, social identification, and social comparison. These processesFigure 1. System of analysis and theoretical framing considered result in a division of in-groups and out-groups which helpsenhance self-image. Social identities can be positive or negative; the latter reflect elements thatdo not comply with societal expectations. Because of the multiple spaces where we