Tolbert, D., & Douglas, K. A. (2016, June), A Hierarchical Linear Modeling Approach to Understanding the Role of Ethnicity and Socioeconomic Status on Precollege Engineering Conceptions Research to Practice  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26333

\bibitem{asee_peer_26333}
  Tolbert, D., \& Douglas, K. A. (2016, June), \emph{A Hierarchical Linear Modeling Approach to Understanding the Role of Ethnicity and Socioeconomic Status on Precollege Engineering Conceptions Research to Practice}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26333

DeLean Tolbert and Kerrie A Douglas.  "A Hierarchical Linear Modeling Approach to Understanding the Role of Ethnicity and Socioeconomic Status on Precollege Engineering Conceptions Research to Practice".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26333 Internet.  11 Feb, 2025

\bibitem{asee_peer_26333}
  DeLean Tolbert and Kerrie A Douglas.
  "A Hierarchical Linear Modeling Approach to Understanding the Role of Ethnicity and Socioeconomic Status on Precollege Engineering Conceptions Research to Practice".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26333 Internet.  11 Feb, 2025

@INPROCEEDINGS{asee_peer_26333
author = "DeLean Tolbert and Kerrie A Douglas"
title = "A Hierarchical Linear Modeling Approach to Understanding the Role of Ethnicity and Socioeconomic Status on Precollege Engineering Conceptions Research to Practice"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26333}
number = {10.18260/p.26333}
}

TY  - CPAPER
AB  - Traditional k-12 formal education includes state and federal mandated science and mathematics content. Most recently standards also include engineering content to support initiatives that. prepare more of the American population for the engineering challenges of the future. This study focused on an k-12 engineering education intervention. Potential interactions between student and school level factors and students’ pre-test achievement were explored using a multilevel modeling data analysis approach (i.e. investigating students within schools). Findings suggest that the statistically significant predictors of the students’ pre-test scores are school SES and ethnicity. The students who attended a school with a higher proportion of students on free and reduced lunch (FRL) – where FRL is used as a measure of socio-economic status– on average have lower scores than those who attend schools with a lower proportion of FRL receiving students. The second finding is that on average, African American and Hispanic students earn fewer points on the pre-test than do students belonging to other ethnic groups. The findings further suggest that family and community knowledge can influence student knowledge and test scores. As engineering education researchers and practitioner, we must apply these insights to the ways that we engage with diverse students and to the design of our curricula.  
AU  - DeLean Tolbert
AU  - Kerrie A Douglas
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - A Hierarchical Linear Modeling Approach to Understanding the Role of Ethnicity and Socioeconomic Status on Precollege Engineering Conceptions Research to Practice
UR  - https://peer.asee.org/26333
DO  - 10.18260/p.26333
ER  -