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SHAPING AUTONOMOUS DECISION MAKERS: FAMILIAL INFLUENCE ON PERSISTING FIRST GENERATION COLLEGE ENGINEERING STUDENTS

卷 23, 册 1, 2017, pp. 53-71
DOI: 10.1615/JWomenMinorScienEng.2017016316
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摘要

Researchers recognize generational status in college as a noteworthy factor in understanding the barriers, supports, resources, and decision-making processes of engineering undergraduates. Using a constructivist grounded theory methodology and critical incident technique, this study explores the influences that first generation college (FGC) students ascribe to their families as they decide to select and remain in an engineering major. These influences are distinct despite parental lack of specific "college knowledge." Findings yielded a description of relationships among concepts (theory) uncovered (grounded) in the data. Families served as sounding boards by posing questions and reflecting the importance of those answers. They inspired their children's motivational dialogue and instilled an overt expectation to seek fulfillment in their chosen path in engineering. Families provided significant emotional support and assistance with college admission and financial decisions necessary for completing participants' pursuit of an engineering degree. The authors present practical implications for families, engineering educators, and other educators that have the potential to impact retention of FGC engineering undergraduates.

对本文的引用
  1. Groen Cassandra, Simmons Denise, McNair Lisa, An Introduction to Grounded Theory: Choosing and Implementing an Emergent Method, 2017 ASEE Annual Conference & Exposition Proceedings, 2017. Crossref

  2. Puccia Ellen, Martin Julie P., Smith Chrystal A. S., Kersaint Gladis, Campbell-Montalvo Rebecca, Wao Hesborn, Lee Reginald, Skvoretz John, MacDonald George, The influence of expressive and instrumental social capital from parents on women and underrepresented minority students’ declaration and persistence in engineering majors, International Journal of STEM Education, 8, 1, 2021. Crossref

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