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Board 123: Gatekeepers to Broadening Participation in Engineering: A Qualitative Investigation of a Case Site in Virginia (Work in Progress)

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Pre-College Engineering Education Division Poster Session

Tagged Division

Pre-College Engineering Education

Tagged Topic


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Paper Authors


Andrew L. Gillen Virginia Tech Orcid 16x16

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Andrew Gillen is a doctoral student and graduate research assistant in the Department of Engineering Education at Virginia Tech. Andrew received his B.S. in Civil Engineering with an environmental engineering concentration from Northeastern University.

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Cheryl Carrico P.E. Virginia Tech Orcid 16x16

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Cheryl Carrico is a Research faculty member for Virginia Tech. Her current research focus relates to STEM career pathways (K-12 through early career) and conceptual understanding of core engineering principles. Dr. Carrico owns a research and consulting company specializing in research evaluations and industry consulting. Dr. Carrico received her B.S. in chemical engineering from Virginia Tech, Masters of Engineering from North Carolina State University, MBA from King University, and PhD in Engineering Education from Virginia Tech. Dr. Carrico is a certified project management professional (PMP) and licensed professional engineer (P.E.).

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Holly M. Matusovich Virginia Tech

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Dr. Matusovich is an Associate Professor in Virginia Tech’s Department of Engineering Education. She has her doctorate in Engineering Education and her strengths include qualitative and mixed methods research study design and implementation. She is/was PI/Co-PI on 10 funded research projects including a CAREER grant. She has won several Virginia Tech awards including a Dean’s Award for Outstanding New Faculty. Her research expertise includes using motivation and related frameworks to study student engagement in learning, recruitment and retention in engineering programs and careers, faculty teaching practices and intersections of motivation and learning strategies.

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To broaden participation in engineering, there is a need to move beyond examining the variables that differentiate underrepresented students from majority students and take a systemic approach. As part of a larger project, this research begins closing that gap by examining systemic variables that influence enrollment in 4-year University engineering programs. Situated in Social Cognitive Career Theory (SCCT), this work in progress analysis examines interviews with principals at a single case site to identify proximal and distal influences on engineering career choice pathways. In addition to identifying factors consistent with current literature, this analysis expands current literature by articulating how the same factor can be perceived differently within different schools in the same case site region.

Gillen, A. L., & Carrico, C., & Matusovich, H. M. (2018, June), Board 123: Gatekeepers to Broadening Participation in Engineering: A Qualitative Investigation of a Case Site in Virginia (Work in Progress) Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29904

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