Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Diversity and NSF Grantees Poster Session
This project is supported by an NSF BPE grant. Career choices, such as engineering, are influenced by a number of factors including personal interest, ability, competence beliefs, prior work-related experience, and financial and social supports. However, financial and social support, a particularly significant factor for rural students’ career decisions, is often overlooked in the literature exploring career choice. Moreover, little work has explored how communities serve as key influencers for supporting or promoting engineering as a career choice. Therefore, the goal of this study is to explore the ways in which communities provide support to students deciding to pursue engineering as a college major.
To better understand how students from selected rural area high schools choose engineering as a major, we conducted focus group discussions consisting of 4-6 students each from selected schools to talk collectively about their high school experiences and their choice to major in engineering. Choosing focus group participants from different schools enabled us to elicit tacit perceptions and beliefs that may not be evident when students from the same community talk with one another. That is, as students share their experiences across schools, they may recognize differences in their experiences that, though otherwise unconscious or unacknowledged, proved significant in their choice of college and major. We expect that certain community programs and the individuals involved will have some influence on students’ decisions to study engineering at [University Name].
We anticipate that the results will yield two key outcomes:
1. A holistic understanding of the communities that effectively support and encourage engineering major choice for rural students.
2. Locally driven, contextually relevant recommendations for policies and programs that would better enable economically disadvantaged, rural schools in southwestern Virginia to support engineering as a career choice for high school students.
By understanding the ways some economically-disadvantaged rural communities support engineering as a career choice and linking a broad spectrum of rural communities together around this issue, this project will broaden participation in engineering by increasing support for students from these areas. By shifting our focus from students to communities, this research broadens our understanding of career choice by capturing the perspectives of community members (including not only school personnel, but also community leaders, students’ families, business owners and others) who often play a key role in students’ decisions, particularly in rural communities. Our research will bring these voices into the conversation to help scholars learn from and respond to these essential community perspectives. In doing so, we will provide a more nuanced model of engineering career choice that can then be explored in other rural contexts. This work thus contributes to the research on career choice, rural education, and engineering education.
Paretti, M. C., & Grohs, J. R., & Anderson, W. M., & McGlothlin Lester, M., & Baum, L. M., & Newbill, P. L., & Vaziri, S. L. (2018, June), Board 114: Community Cultures: Broadening Participation By Understanding How Rural Communities Support Engineering as a College Major Choice Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29883
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015