Displaying all 6 results
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- Minorities in Engineering Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mayra S. Artiles Ph.D., Arizona State University; Juan M. Cruz, Rowan University; Sarah Anne Blackowski, Virginia Polytechnic Institute and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Gwen Lee-Thomas, Quality Measures LLC
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- Minorities in Engineering
Attrition: Lessons from Four Departments. The Journal of Higher Education, 76(6), 669–700. https://doi.org/10.1080/00221546.2005.11772304Holbrook, A., Shaw, K., Scevak, J., Bourke, S., Cantwell, R., & Budd, J. (2014). PhD candidate expectations: Exploring mismatch with experience. International Journal of Doctoral Studies, 9, 329–346.Holloway-Friesen, H. (2019). The Role of Mentoring on Hispanic Graduate Students’ Sense of Belonging and Academic Self-Efficacy. Journal of Hispanic Higher Education, 153819271882371. https://doi.org/10.1177/1538192718823716Jaeger, A. J., Mitchall, A., O’Meara, K. A., Grantham, A., Zhang, J., Eliason, J., & Cowdery, K. (2017). Push and pull: The influence of race
- Conference Session
- Minorities in Engineering Division Poster Session
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jameka Wiggins, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County
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guidanceand support to students throughout their tenure at the university. Using a mix-method assessment, students were initially asked to participate in theEngineering State of Mind Instrument (ESMI), a recently tested and developed tool, at UMBC.The ESMI provides immediate evaluation to the student, assisting them in understanding theirattitudes, perceptions, motivations, and self-efficacy in pursuing an engineering degree. Studentscan use the results and recommended interventions to improve any mindset deficiencies. AfricanAmerican/Black students, who participated in the instrument, were asked to engage in a follow-up interview providing a more detailed explanation of their current mindset about theengineering field. Additionally, scholar
- Conference Session
- Minorities in Engineering Division Technical Session 5
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jasmine Skye Batten, Florida International University; Monique S. Ross, Florida International University
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, leadership skills, and contentknowledge, contributing to an increase in their computing self-efficacy. No statisticallysignificant differences were found based on gender or ethnicity, intersectional relationships werenot explored. The increase in self-efficacy seems to be directly related to the teachingexperience, a key part of the “performance outcome” measure of self-efficacy theory [41] inwhich having positive mastery experiences in a given topic increases your self-efficacy in thatspace.The second article presented a case study focused on a Latina CS transfer student (Juliet)attending a Hispanic Serving Institutions, who almost left CS due to “ability hierarchies” sheperceived within her introductory CS course [43]. Ability hierarchies are
- Conference Session
- Minorities in Engineering Division Technical Session 7
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- 2021 ASEE Virtual Annual Conference Content Access
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- Elizabeth Turochy, Auburn University; Michael Alexander Perez, Auburn University; Cristina Poleacovschi, Iowa State; Erin Doran, Iowa State University of Science and Technology
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study, the body of research on stereotype threat continuedto grow (Shapiro 2011) (Eschenbach, et al. 2014) (Thomas, et al. 2018), with much of theresearch focusing on race and gender-based stereotypes and stereotype threats, the impacts onindividual’s academic performance (Owens 2010), along with the developed coping mechanisms(von Hippel 2005). This research body determined that stereotype threat can take up valuablewhen experienced, which can affect many things including cognitive mechanisms and academicperformance and persistence.When an individual from a stigmatized group is presented with a negative stereotype, it cancause a heighted awareness of one’s own actions. This heightened awareness often leads to areduction in self-efficacy (the
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- Minorities in Engineering Division Technical Session 3
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- 2021 ASEE Virtual Annual Conference Content Access
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- Stephen Secules, Florida International University; Bruk T. Berhane, Florida International University; Haiying Long, University of Kansas; Anna Teresa Caringella; Andrea Pinto
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research programs, tend tohave stronger retention rates (Fakayode et al., 2014).Similarly, scholarship on Hispanic-Serving Institutions (HSIs) has advanced the concept of servingness asa measure of HSIs’ supportive institutional climate (Garcia, Nuñez & Sansone, 2019). Researchers alsoposit that engineering students at HSIs benefit from having professors who show interest in students, peerswho are more like family members, and a sense of self-efficacy that they gain from a supportive institutionalculture (Fleming & Smith, 2013). Additionally, undergraduates at HSIs benefit from co-curricularexperiences such as research opportunities, as well as tutoring and other types of engagement on campus(Garcia & Hurtado, 2011). Garcia and Hurtado
- Conference Session
- Minorities in Engineering Division Technical Session 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Lisa Trahan, University of California, San Diego; Gennie Miranda, UC San Diego; Olivia A. Graeve, University of California, San Diego
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relevant resources, which will beintroduced to all departments through an orientation and follow-up communications.Guided Engineering Apprenticeship in Research (GEAR): Launched in 2019, GEAR is ayear-long research experience for early undergraduates that aims to provide a scaffoldedexperience to support the development of students’ research self-efficacy, engineering identity,and sense of belonging and inclusion within the field--especially among underrepresented, firstgeneration, and low-income students. The program is based on the NSF-funded Early ResearchScholars Program in the Computer Science and Engineering Department [14]. Assessment of thepilot year of the GEAR program found that 1) participants gained research skills/knowledge inways