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CLIMATE FOR RETENTION TO GRADUATION: A MIXED METHODS INVESTIGATION OF STUDENT PERCEPTIONS OF ENGINEERING DEPARTMENTS AND PROGRAMS

卷 16, 册 4, 2010, pp. 293-317
DOI: 10.1615/JWomenMinorScienEng.v16.i4.20
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摘要

This mixed methods investigation, part of a larger study examining student participation in science, technology, engineering, and mathematics (STEM) programs, reports findings on departmental climates that enhance retention to completion of engineering degrees for women and underrepresented minorities. Quantitative analysis of student surveys conducted in the fall of 2007 at four selected Florida engineering programs revealed that faculty support, personal agency and peer support, and perception of social and academic fit were associated with student retention to completion; however, no statistically significant gender or racial differences were found. The rwg statistic, which captures agreement among students within departments and programs, indicated that sufficient homogeneity existed that justified aggregation of data. Analyses of interviews and focus groups data showed that women and underrep- resented minorities were not treated differently, nonetheless they experienced department climate differently from their majority peers. Our findings suggest that sexism and racism are subtle and students experiencing them are often unable to articulate it. This study illustrates the use of a mixed methods approach in examining the complex issue of gender and race in the context of climate for retention to graduation in engineering.

对本文的引用
  1. Wang Xueli, Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways, Research in Higher Education, 57, 5, 2016. Crossref

  2. Tendhar Chosang, Singh Kusum, Jones Brett D., Using the domain identification model to study major and career decision-making processes, European Journal of Engineering Education, 43, 2, 2018. Crossref

  3. Holcombe Elizabeth, Kezar Adrianna, Ensuring Success Among First-Generation, Low-Income, and Underserved Minority Students: Developing a Unified Community of Support, American Behavioral Scientist, 64, 3, 2020. Crossref

  4. Pugh Kevin J., Phillips Michael M., Sexton Julie M., Bergstrom Cassendra M., Riggs Eric M., A quantitative investigation of geoscience departmental factors associated with the recruitment and retention of female students, Journal of Geoscience Education, 67, 3, 2019. Crossref

  5. Campbell‐Montalvo Rebecca, Kersaint Gladis, Smith Chrystal A. S., Puccia Ellen, Skvoretz John, Wao Hesborn, Martin Julie P., MacDonald George, Lee Reginald, How stereotypes and relationships influence women and underrepresented minority students' fit in engineering, Journal of Research in Science Teaching, 59, 4, 2022. Crossref

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  7. Hardtke Mellissa, Khanjaninejad Leila, Lang Candace, Nasiri Noushin, Gender Complexity and Experience of Women Undergraduate Students within the Engineering Domain, Sustainability, 15, 1, 2022. Crossref

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将发表的论文

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