Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation

Godwin, Allison; Potvin, Geoff

doi:10.1002/tea.21372

Cited by 84 publications

(81 citation statements)

References 81 publications

(69 reference statements)

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“…The GSM model implies that they, instead of being attracted, rather feel demotivated by ordered contexts, particularly if these contexts are complicated. These may be the students that perceive ordered systems as stable, rigid, and fixed (Holmegaard, Madsen, & Ulriksen, ), feel anxious and hopeless (González, Fernández, & Paoloni, ), and may even be pushed out of studies by neglected identity and agency beliefs (Godwin & Potvin, ).…”

Section: Discussionmentioning

confidence: 99%

Gender, complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects

Zeyer

2017

J Res Sci Teach

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The present study is based on a large cross‐cultural study, which showed that a systemizing cognition type has a high impact on motivation to learn science, while the impact of gender is only indirect thorough systemizing. The present study uses the same structural equation model as in the cross‐cultural study and separately tests it for physics, chemistry, and biology. The model was confirmed for physics and chemistry, but not for biology. This is interpreted as empirical evidence for a cognitive difference between the learning of hard sciences (like physics and chemistry) and life sciences (like biology) that reflects an epistemological difference between ordered (linear) and complex (non‐linear) systems. It is concluded that a more prominent inclusion of complex issues into science teaching could motivate low and average systemizers, independent of their gender, for science learning, that is, could be a key to science for all. Thus, there is a mutual benefit between important 21st century's issues of science teaching and the need to foster students’ motivation to learn science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 147–171, 2018

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Section: Discussionmentioning

confidence: 99%

Gender, complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects

Zeyer

2017

J Res Sci Teach

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“…To date, only a few studies have shed light on the understanding of the curriculum experiences associated with sustainable agency beliefs in the context of engineering education. For example, a longitudinal case study by Godwin and Potvin [63] described how high school experiences helped a young woman build her agency beliefs and select an engineering major in college, while her experiences of engineering education weaken the agency beliefs she built and impelled her to quit engineering after her first year in college. Baugher et al [64] further revealed that international service learning through formal curricular experiences was closely correlated with engineering students' agency beliefs.…”

Section: Mediating Role Of Sustainable Agency Beliefsmentioning

confidence: 99%

Application of the Modified College Impact Model to Understand Chinese Engineering Undergraduates’ Sustainability Consciousness

Zhao

Liu

et al. 2020

Sustainability

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The college impact model provides a valuable framework for explaining various college student learning outcomes. However, few quantitative studies have examined the effectiveness of college impact model in explaining engineering undergraduates’ sustainability consciousness, a critical learning outcome in engineering education. This study proposes a modified college impact model to test the structural links among curriculum experiences, sustainable agency beliefs, and engineering undergraduates’ sustainability consciousness, and to explore the moderating effect of gender on the structural model. Data are collected from 1804 senior engineering students enrolled in five traditional engineering disciplines at 14 first-class engineering universities in China. Structural equation modeling was used for testing the research model. The results demonstrate that (1) curricular emphasis has a significant direct impact on all three dimensions of students’ sustainability consciousness, while instructional practice has a significant direct influence on the sustainability knowingness dimension; (2) both curricular emphasis and instructional practice have a significant indirect influence on sustainability consciousness through the full or partial mediation of sustainable agency beliefs; and (3) gender moderates several paths in the structural model. Theoretical and practical implications are provided, and suggestions for future research are offered.

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“…To date, significant qualitative work has advanced our understanding of how students describe identity development and what that means for their development as professional engineers [10][11][12][13][14] . This prior work provides a strong basis for understanding how identity influences important outcomes like student recruitment and retention.…”

Section: Introductionmentioning

confidence: 99%

A Cross-sectional Study of Engineering Identity During Undergraduate Education

Godwin

Lee

2017 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

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In this research paper, we explore engineering students' identity development across the four or more years of undergraduate engineering education. The focus of this work is subject-related role identities, or how students position themselves and are positioned by others as the kind of people that engage in engineering, mathematics, or physics. We collected responses from 586 engineering students at a large, public East Coast university using an electronic survey during the spring semester of 2016. Survey items were taken from previously developed instruments and included measures of students' interest in engineering, students' feeling of recognition by others as an engineer, and students' beliefs about their performance/competence in engineering. We also measured students' overall attitudes about their identities as a physics person, math person, and engineer. Student responses were compared by academic year at the university (i.e., first year, second year, third year, or fourth or more year) using ANOVA and post-hoc Tukey's HSD for significant results. Our findings illustrate differences in students' engineering performance/competence and recognition beliefs as well as differences in their engineering, mathematics, physics overall identity measures. The post-hoc Tukey's HSD tests reveal a consistent pattern of identity development with lower identification in the second year of engineering education and identification progressing to the highest levels in the fourth year. This research provides evidence that these subject-related role identity measures can be used with students across undergraduate engineering and that they can differentiate among students by year at a university. IntroductionIdentity is an important indicator for educational and professional outcomes that are important in engineering education [1][2][3][4][5][6][7][8] . In this work, we define identity not only as how a student sees him or herself but also how he or she is positioned by others in the world 9 . These two tensions interplay in the context of engineering and how undergraduate students become engineers.

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Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation

Cited by 84 publications

References 81 publications

Gender, complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects

Gender, complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects

Application of the Modified College Impact Model to Understand Chinese Engineering Undergraduates’ Sustainability Consciousness

A Cross-sectional Study of Engineering Identity During Undergraduate Education

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