Investigating the relations of ethnicity to female students’ perceptions and intention to major in engineering using social cognitive theory

Abstract

This paper describes the first phase of a mixedmethod study employing a social cognitive theoretical framework that emphasizes the interplay of person factors, environment and behavior. The purpose of the study was to investigate the relations of ethnicity to female students' perceptions and intention to major in engineering. An ethnically diverse sample of female engineering undergraduates (N=160) at an urban research university completed an online survey, which was developed by adapting relevant measures from published instruments in the educational psychology and engineering education literature. Results indicated a significant difference in the way participants from different ethnic groups perceived the field of engineering. Additionally, significant differences in perceived social supports for achieving their engineering educational and career plans were found based on the number of generations in a participant's family born in the United States and enrolled in college. No significant differences in perceived supports, barriers, sense of belonging, or motivation were found based on ethnic group membership.

Engineering Student Retention: Development Of A Validated, Quantitative Instrument For Exploring The Role Of Personal And Institutional Context

“…Initially, issues likely to be related to retention were identified from discussion with engineers and engineering professors, and from reviewing the existing retention literature. [4][5][6][7][8]12,[19][20][21][22][23][24] Question stems were written using a five-point Likert scale (Strongly Agree to Strongly Disagree). These stems were then grouped into related categories and evaluated by an expert panel of engineering faculty and practitioners.…”