Pando, M., & Tempest, B., & Dika, S. L. (2014, June), Preliminary Results of a RIGEE-Funded Study:  Pre-College Interactions, Early Expectations, and  Perceived Barriers Among Entering Engineering Students  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22932

\bibitem{asee_peer_22932}
  Pando, M., \& Tempest, B., \& Dika, S. L. (2014, June), \emph{Preliminary Results of a RIGEE-Funded Study:  Pre-College Interactions, Early Expectations, and  Perceived Barriers Among Entering Engineering Students}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--22932

Miguel Pando P.E., Brett Tempest, and Sandra Loree Dika.  "Preliminary Results of a RIGEE-Funded Study:  Pre-College Interactions, Early Expectations, and  Perceived Barriers Among Entering Engineering Students".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/22932 Internet.  21 Dec, 2024

\bibitem{asee_peer_22932}
  Miguel Pando P.E., Brett Tempest, and Sandra Loree Dika.
  "Preliminary Results of a RIGEE-Funded Study:  Pre-College Interactions, Early Expectations, and  Perceived Barriers Among Entering Engineering Students".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/22932 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_22932
author = "Miguel Pando P.E., Brett Tempest, and Sandra Loree Dika"
title = "Preliminary Results of a RIGEE-Funded Study:  Pre-College Interactions, Early Expectations, and  Perceived Barriers Among Entering Engineering Students"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22932}
number = {10.18260/1-2--22932}
}

TY  - CPAPER
AB  -                     Preliminary Results of a RIGEE-funded Study:                   Pre-College Interactions, Early Expectations, and               Perceived Barriers Among Entering Engineering StudentsOne of the most significant challenges facing engineering education is the chronic problem ofinclusion and retention of underrepresented minority (URM) groups, including women, certainracial and ethnic groups (African American, Latino, Native American) and students whoseparents did not complete college (first generation college). This poster will present preliminaryresults from an NSF-RIGEE funded project whose aim is study how formal and informalinteractions with engineering agents may influence attitudes and intentions of URM students forenrollment and persistence, incorporating retention, social cognitive, and social capital theories.The poster will share results on entering engineering students’ engineering-related interactionsprior to college, perceived barriers during engineering studies, and early expectations ofinteractions with faculty and how these may differ based on student membership in anunderrepresented group.The study utilizes a mixed methods design, incorporating both questionnaire and focus groupdata. The questionnaire items were developed by the researchers utilizing existing instruments onperceived barriers to education and engineering-related interactions and were included as part ofan annual questionnaire administered to the engineering freshman seminar at the institutionunder study. Seven items on likelihood to experience certain barriers (e.g., negative facultyattitudes, coursework difficulties) are rated from 1=strongly agree to 5=strongly disagree. Forseven items on engineering-related interactions (e.g., visiting an engineering workplace),students indicate all of the adults with whom they interacted from five possible options (e.g.,parent, teacher). About 47% of entering students responded to the questionnaire (n=255), andare generally representative of the population in terms of race/ethnicity and gender.Focus groups are ongoing with small groups of entering African American and Latinoengineering students. The focus group questions prompt discussion on what types ofencouragement and support students received from family and educators during middle and highschool to study engineering; expectations about interactions with professors prior to beginningclasses; actual interactions with professors in and outside of the classroom; and perceptionsabout factors that affect how students and professors interact. One focus group was completed inOctober 2013, and it is anticipated that an additional one or two focus groups will be completedby December 2013.The results to be presented on the poster will include tables highlighting the differences innumber of engineering-related interactions prior to college and perceived barriers to engineeringstudy, based on gender (male vs. female), generation in college (first generation vs. not firstgeneration), and race/ethnicity (white vs. other race/ethnicity) using t-test comparisons. Thethemes from the focus groups on early expectations of interactions with professors and factorsthat affect how students and professors interact among first year African American and Latinoengineering students will be named and illustrated through appropriate quotes from the focusgroup transcripts.The results of the larger study will serve to help improve engineering orientation and first-yearseminar experiences for URM and non-URM students, and to understand what types of pre-college interactions may be linked to engineering enrollment. 
AU  - Miguel Pando P.E.
AU  - Brett Tempest
AU  - Sandra Loree Dika
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Preliminary Results of a RIGEE-Funded Study:  Pre-College Interactions, Early Expectations, and  Perceived Barriers Among Entering Engineering Students
UR  - https://peer.asee.org/22932
DO  - 10.18260/1-2--22932
ER  -