June 24, 2017
June 24, 2017
June 28, 2017
Educational Research and Methods
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
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: © 2017 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