June 14, 2015
June 14, 2015
June 17, 2015
Educational Research and Methods
26.1067.1 - 26.1067.10
Learning from Pell Grant-‐Eligible Engineering Students’ Class Standpoint Engineering needs diversity to generate visionary solutions for our complex world. Our ethnographic study of Pell-Grant eligible students identifies challenges to their success and unique sources of inspiration and support. In our action-oriented study, we found that Pell-Grant eligible students are cognizant of their class standpoint and employ navigational capital (Yosso 2005), knowledge that enables marginalized students to navigate institutions created with dominant groups in mind, to persist in their engineering majors. Our research participants are active agents who are motivated by both personal and professional aspirations to succeed in engineering despite their lack of privilege. Semi-structured interviews illuminated that participants approach their education from both independent and interdependent perspectives and often rely on non-traditional sources of support. Based on our findings, we recommend engineering educators recognize Pell-Grant eligible students’ unique skills, motivations and knowledge and implement institutional changes to allow students from all class standpoints to contribute to the engineering profession.
Carrigan, C., & Riskin, E. A., & Borgford-Parnell, J. L., & Mody-Pan, P. N., & Wiggin, D., & Cunningham, S. (2015, June), Learning from Pell-Eligible Engineering Students’ Class Standpoint Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24404
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