Gender and Ethnic Differences in Classroom Engagement and Knowledge Building in Engineering Energy Science Courses
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Educational Research and Methods
- Tagged Topic
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Diversity
- Page Count
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18
- DOI
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10.18260/1-2--28398
- Permanent URL
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https://peer.asee.org/28398
- Download Count
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736
Paper Authors
Dan Haskett Georgia Southern University
Jonathan C. Hilpert Georgia Southern University
Dr. Jonathan C. Hilpert is an Associate Professor of Educational Psychology in the Department of Curriculum Reading and Foundations in the College of Education at Georgia Southern University. His research interests include student motivation, engagement, and interactive learning; emergent and self-organizing properties of educational systems; and knowledge construction of complex scientific phenomena. He teaches courses in learning theories, research methods, and assessment and statistics. His research findings have been disseminated in national and international engineering education and psychological journals (including Journal of Engineering Education, Journal of Women and Minorities in Science and Engineering, Educational Psychology, Psychological Inquiry, and Motivation and Emotion) as well as presented at national and internal conferences (including American Education Research Association, American Society for Engineering Education; European Association for Research in Learning and Instruction; and various symposiums organized by the National Science Foundation). He has a son named Gray and a dog named Argyle.
Jenefer Husman University of Oregon
Jenefer Husman received a doctoral degree in Educational Psychology from the University of Texas at Austin, in 1998. She served as an Assistant Professor at the University of Alabama from 1998 to 2002, when she moved to Arizona State University. In 2008 she was promoted by ASU to Associate Professor. She is currently an Associate Professor in the Educational Studies Department at the University of Oregon. Dr. Husman served as the Director of Education for the Quantum Energy and Sustainable Solar Technology Center - an NSF-funded Engineering Research Center from 2011-2016. Dr. Husman is an assistant editor of the Journal of Engineering Education, and is a member of the editorial board of Learning and Instruction. In 2006 she was awarded the U.S. National Science Foundation CAREER grant award and received the Presidential Early Career Award for Scientists and Engineers from the President of the United States. She has conducted and advised on educational research projects and grants in both the public and private sectors, and served as an external reviewer for doctoral dissertations outside the U.S. She publishes regularly in peer-reviewed journals and books. Dr. Husman was a founding member and first President of the Southwest Consortium for Innovative Psychology in Education and has held both elected and appointed offices in the American Psychological Association (APA) and the Motivation Special Interest Group of the European Association for Research on Learning and Instruction.
Abstract
Research is clear that women and under-represented ethnic and racial minorities experience engineering classroom climates differently than their male and predominantly white peers. However, little research has investigated differences in engagement and knowledge building between dominant and non-dominant groups in engineering contexts. In this study we examine gender and ethnic differences in student engagement and knowledge building in engineering energy science classrooms. Results indicated that there were significant group differences in students’ perception of support for question asking, affective engagement, and behavioral-effortful class participation. Follow up comparisons of gender-ethnicity combinations revealed insight into the differences among women and under-represented racial and ethnic minorities. White males consistently self-reported significantly higher levels of question asking, affective engagement, and effortful engagement than students from many UREM groups. White females, multiracial females, and multiracial males consistently self-reported lower levels of question asking, affective engagement, and effortful engagement than students from many other backgrounds. Follow up comparisons of gender-ethnicity combinations revealed insight into the differences among women and under-represented racial and ethnic minorities. This material is based upon work supported by the National Science Foundation under Grant Number NSF DUE #1245018.
Haskett, D., & Hilpert, J. C., & Husman, J. (2017, June), Gender and Ethnic Differences in Classroom Engagement and Knowledge Building in Engineering Energy Science Courses Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28398
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