Johnson, B., & Main, J. B. (2019, June), Underrepresented Minority Engineering Students’ Professional Experiences with Cooperative Education: Perceived Benefits, Drawbacks, and Pathways to Participation  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33474

\bibitem{asee_peer_33474}
  Johnson, B., \& Main, J. B. (2019, June), \emph{Underrepresented Minority Engineering Students’ Professional Experiences with Cooperative Education: Perceived Benefits, Drawbacks, and Pathways to Participation}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33474

Beata Johnson and Joyce B. Main.  "Underrepresented Minority Engineering Students’ Professional Experiences with Cooperative Education: Perceived Benefits, Drawbacks, and Pathways to Participation".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33474 Internet.  22 Apr, 2024

\bibitem{asee_peer_33474}
  Beata Johnson and Joyce B. Main.
  "Underrepresented Minority Engineering Students’ Professional Experiences with Cooperative Education: Perceived Benefits, Drawbacks, and Pathways to Participation".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33474 Internet.  22 Apr, 2024

@INPROCEEDINGS{asee_peer_33474
author = "Beata Johnson and Joyce B. Main"
title = "Underrepresented Minority Engineering Students’ Professional Experiences with Cooperative Education: Perceived Benefits, Drawbacks, and Pathways to Participation"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33474}
number = {10.18260/1-2--33474}
}

TY  - CPAPER
AB  - This study examines underrepresented minority students’ perceptions of cooperative education programs (co-ops), and how these perceptions (and other influences) are related to students’ decisions about whether to participate in co-ops. This study also examines current co-op students’ experiences, including identified benefits and drawbacks of co-op participation. Eight African American, Latinx, and Pacific Islander engineering students (three co-op, one applicant, and four non-co-op) were interviewed about their co-op perceptions and experiences. Both co-op and non-co-op students highlighted depth of experience as a strong benefit of co-ops. Students differed in their decisions about whether to pursue co-ops based on how they ranked the relative significance of the characteristics of co-ops and internships. Students described how minority engineering organizations provided them with information about co-ops and influenced their expectations and decisions.

Research findings could help inform institutions, offices of professional practice, and student advisors on how to describe the benefits of co-op participation and address potential student concerns. The findings suggest that minority organizations play a key role in providing information and influencing students’ decisions. University programs and advisors can help students make informed decisions about undergraduate work experiences by understanding the sources and types of information that students seek and value. This work also contributes to broader understanding in engineering around the potential role of co-ops in efforts to broaden participation and increase retention of underrepresented minority students in the engineering profession.

AU  - Beata Johnson
AU  - Joyce B. Main
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Underrepresented Minority Engineering Students’ Professional Experiences with Cooperative Education: Perceived Benefits, Drawbacks, and Pathways to Participation
UR  - https://peer.asee.org/33474
DO  - 10.18260/1-2--33474
ER  -