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Learning Experiences and Self-efficacy of Minority Middle-School Girls during a "Bio-char Modified Cement Paste" Research Program at an HBCU

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Women in Engineering Division Technical Session 4

Tagged Division

Women in Engineering

Tagged Topic

Diversity

Page Count

16

Permanent URL

https://peer.asee.org/33051

Download Count

8

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Paper Authors

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Andrea Nana Ofori-Boadu North Carolina A&T State University Orcid 16x16 orcid.org/0000-0001-6401-1399

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Dr. Andrea N. Ofori-Boadu is an Assistant Professor of Construction and Construction Management with the Department of Built Environment within the College of Science and Technology at North Carolina Agricultural and Technical State University (NCA & T). Her research interests are in bio-derived cement replacement materials, delivery of sustainable built environments, and professional identity development in architecture, engineering and construction (AEC) students.

In February 2019, Andrea received the prestigious National Science Foundation CAREER award to research professional identity development processes in undergraduate AEC women. She has also received grants from East Coast Construction Services, Engineering Information Foundation, and the National Association of Home Builders. Dr. Ofori-Boadu was selected to participate in the 2019 QEM-NSF INCLUDES summit. In 2018, she was selected as a 2018 National Science Foundation - NC A & T ADVANCE IT Faculty Scholar. She also received the 2018 CoST Teaching Excellence Merit Award. Dr. Ofori-Boadu received both the 2017 NC A & T - CoST Rookie Research Excellence Award and the 2017 North Carolina A & T State University (NCAT) Rookie Research Excellence Award. Under her mentorship, Dr. Ofori-Boadu’s students have presented research posters at various NCAT Undergraduate Research Symposia resulting in her receiving a 2017 Certificate of Recognition for Undergraduate Research Mentoring. In 2016, her publication was recognized by the Built Environment Project and Asset Management Journal as the 2016 Highly Commended Paper. Andrea has served as a reviewer for the National Science Foundation (NSF), Environmental Protection Agency (EPA), and several journals and conferences.

In 2015, Dr. Ofori-Boadu established her STEAM ACTIVATED! program for middle-school girls. She also serves as the Executive Vice-President of Penuel Consult, Incorporated. She is married to Victor Ofori-Boadu and they are blessed with three wonderful children.

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Dongyang Deng North Carolina A&T State University Orcid 16x16 orcid.org/0000-0002-6642-8961

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Research interests: Trace level contaminants removal from aqueous phase; physical, chemical and biological wastewater treatment technology development; shale gas fracturing flow back water remediation and reuse; advanced surface characterization and analysis; Chemical spill and fate in the environment; Environmental microbiology; sustainable resource and energy development.

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Cheryl Monique Stevens North Carolina A&T State University

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Dr. Cheryl M. Stevens is a dance faculty member in the Department of Visual and Performing Arts at North Carolina A&T State University. Dr. Stevens is a dance educator who has worked with students, grades K-12, for twenty-nine years using dance as a tool for interdisciplinary learning and discovering.

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Kayla Gore

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Iyshea Borders-Taylor North Carolina A&T State University

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Iyshea Borders-Taylor, more commonly known as Iyshea Borders, is a biomedical engineering student at the University of North Carolina A&T State University. Ms. Borders is scheduled to graduate in May of 2021.

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Abstract

ABSTRACT: Informal learning is effective in improving learning and self-efficacy through rich alternative learning environments. The underrepresentation of minority women in engineering and technology careers necessitates that historically black colleges and universities (HBCUs) engage minority middle-school girls in effective learning experiences to increase their self-efficacy and persistence. However, little is known about the learning experiences of minority middle-school girls during alternative learning programs at HBCUs. Following Bandura’s self-efficacy theories and funded by the Engineering Information Foundation, a one-week science, technology, engineering, arts, and mathematics (STEAM) research experience program engaged minority middle-school girls in bio-char modified cement paste research experiences at an HBCU. Using a post-test and a self-reporting survey with open-ended questions, the purpose of this qualitative research was to gain insights into the learning experiences, self-efficacy, and persistence of the 22 girls engaged in this STEAM program. Basic thematic data analysis involved coding, categorization, comparative analysis, and descriptive statistics. Results indicated that the girls increased in knowledge, self-efficacy, and persistence. The mean post-test score was 78%. The content of STEAM presentations demonstrated that the girls learned mostly from laboratory experiences and field trips. Self-efficacy improvements were attributed to mastery experiences and positive emotional states as the maximum percentage of girls who used words related to the four Bandura self-efficacy categories were: mastery experiences (86%); emotional states (62%); vicarious experiences (59%); and verbal persuasion (36%). The broader 18 emergent themes of girls’ learning experiences included knowledge, doing, national priorities, fun, emotions, sustainability, civic responsibility, mentors, arts, soft skills, minority, and persistence. Most girls had positive learning experiences, with some transitioning from ‘difficult’ to ‘easy’ as they gained mastery experiences. A few girls expressed difficulty and discomfort with mathematics, measurements, equipment usage, and outdoor environments. The integration of arts improved learning, vicarious experiences, and emotional states. Pizza, donut, and similar decorated frisbees showed girls’ close association with food preparation which is a typically female function in family settings. The girls used skits, sketches, and a rap song during STEAM presentations. Notably, young African Americans embrace rap songs, and the girls brilliantly integrated this culturally inspired art in their presentation. Eighty-six percent (86%) of the girls committed to ‘Advance in STEAM’ and ‘Broaden Minority Participation’ actions to strengthen their persistence. One girl noted that she wanted to make herself known so that people will know that she is both a minority and a woman, which makes her able to do anything that she puts her mind to. The girls emphasized their need for more STEAM programs, summer camps, mentors, engineering courses, internships, engineering games, hard work, and women engineer networks to strengthen their persistence. Due to personal reasons attributed to learning difficulties and other preferred career interests, 14% of the girls were hesitant about engineering and technology careers. This research experience program improved the knowledge, self-efficacy and persistence of minority middle-school girls. It can be replicated successfully at other institutions, particularly at HBCUs. In the long term, effective research experiences in alternative learning environments can increase minority middle-school girls’ self-efficacy, persistence and improve minority women representation in male-dominant engineering and technology careers.

Ofori-Boadu, A. N., & Deng, D., & Stevens, C. M., & Gore, K., & Borders-Taylor, I. (2019, June), Learning Experiences and Self-efficacy of Minority Middle-School Girls during a "Bio-char Modified Cement Paste" Research Program at an HBCU Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33051

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