The Influence of Background Characteristics on Socialization Processes in Engineering

Brennan‐Wydra, Emma; Millunchick, Joanna Mirecki; Johnson, Aaron; Finelli, Cynthia J.; Henderson, Trevion S.

doi:10.18260/1-2--33402

Cited by 2 publications

(3 citation statements)

References 18 publications

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“…Weidman, on the other hand, made no assumptions about how socialization processes and normative contexts may or may not influence each other. The validity of these additions to the model, namely the introduction of college knowledge as a background characteristic, specific socialization mechanisms, and the relationships among them, has been examined in previous papers (Brennan‐Wydra et al, 2019; Brennan‐Wydra et al, 2020; Henderson et al, 2018, 2019). This model also allows us to examine how all these factors impact a wide range of socialization outcomes.…”

Section: Conceptual Framework: Weidman's Model Of Undergraduate Socia...mentioning

confidence: 99%

“…After adding demographics and college knowledge into the model, general socializing remained a significant predictor of participation in college-run engineering activities (OR = 1.37, SE = 0.16, p < .01) but not identity-based engineering organizations (OR = 1.15, SE = 0.13, p > .05). This result may be explained in part by the fact that students identifying as female engage in more general socializing behavior than their male counterparts (Brennan-Wydra et al, 2019) and that women are more likely than men to participate in identity-based organizations such as SWE.…”

Section: Proactive Behaviors As Predictorsmentioning

confidence: 99%

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The role of college knowledge and proactive behavior on participation in cocurricular activities

Millunchick

Brennan‐Wydra

Henderson

et al. 2021

J of Engineering Edu

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Background Demographic characteristics are known to influence participation in cocurricular activities. Less studied are the effects of other background characteristics. Purpose We hypothesize that considering college knowledge and students' proactive behaviors in tandem with demographics provides better models for predicting such participation. Method We developed a questionnaire and administered it to 3,618 domestic third‐ and fourth‐year undergraduate engineering students at a large public R1 Midwestern university, yielding 860 responses. Logistic regression models predicting five types of cocurricular participation were constructed with demographic characteristics, college knowledge, and proactive behaviors in all combinations as predictors. Results Four of five types of cocurricular participation were better modeled using factors beyond demographics. Two were better modeled using only proactive behavior as predictors and two were better modeled using demographics in combination with either college knowledge or proactive behavior. Only one type of participation could be best predicted by demographics alone. Conclusions These findings contribute quantitative evidence establishing relationships between participation in engineering cocurricular activities and a wider range of factors than previously reported. Furthermore, they provide guidance for creating intervention programs because, unlike demographics, college knowledge and proactive behavior can be shaped by either the individual or the institution.

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Section: Conceptual Framework: Weidman's Model Of Undergraduate Socia...mentioning

confidence: 99%

Section: Proactive Behaviors As Predictorsmentioning

confidence: 99%

The role of college knowledge and proactive behavior on participation in cocurricular activities

Millunchick

Brennan‐Wydra

Henderson

et al. 2021

J of Engineering Edu

Self Cite

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“…The second construct considers the influence of peer interactions through student organization involvement and the resulting networks formed with peers and potential employers [6], [15]- [18]. The third construct encompasses another aspect of these social interactions with respect to how students' involvement in student organizations influences their socialization into the engineering profession, including their understanding of engineering as a profession, their sense of belonging in this profession, and their development of professional identities [19], [20]. Finally, the fourth construct relates to aspects of students' career planning and how their involvement might influence or inform their active preparation for future career goals [18].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Work in Progress: Survey Development of the Influence of Engineering Students’ Extracurricular Involvement on Career Aspirations and Professional Development

Johnson

Main

2020 ASEE Virtual Annual Conference Content Access Proceedings

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This work in progress paper presents the design of a study developed to identify the influence of engineering students' extracurricular involvement on their career aspirations and professional development. This study investigates how students' extracurricular involvement influences their career certainty and confidence in job preparation, with emphasis on examining the types of involvement and specific aspects of involvement that lead to these outcomes. The study will be conducted longitudinally over three years with undergraduate engineering students at a single institution to examine the influence of extracurricular involvement over time and the pathways students pursue through undergraduate engineering in relation to their career goals. Research findings extend the literature by providing a longitudinal examination of how students' involvement and career aspirations evolve over their undergraduate years, providing opportunities to identify mechanisms of influence and potential causal effects. This research extends the literature by connecting student organization involvement to career aspirations and preparation, offering university stakeholders information to develop interventions to help students in their transition to the workforce.

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The Influence of Background Characteristics on Socialization Processes in Engineering

Cited by 2 publications

References 18 publications

The role of college knowledge and proactive behavior on participation in cocurricular activities

The role of college knowledge and proactive behavior on participation in cocurricular activities

Work in Progress: Survey Development of the Influence of Engineering Students’ Extracurricular Involvement on Career Aspirations and Professional Development

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