Who's Persisting in Engineering? A Comparative Analysis of Female and Male Asian, Black, Hispanic, Native American, and White Students

Lord, Susan M.; Camacho, Michelle M.; Layton, Richard A.; Long, Russell A.; Ohland, Matthew W.; Wasburn, Mara H.

doi:10.1615/jwomenminorscieneng.v15.i2.40

Cited by 157 publications

(125 citation statements)

References 38 publications

Supporting

Mentioning

117

Contrasting

Order By: Relevance

“…The literature includes studies focusing on retention and persistence of women in engineering 6 as well as retention and persistence of underrepresented racial/ethnic minority students 7,8 . However, in works related to student retention less attention has addressed how engineering students proceed through the engineering curricula.…”

Section: Introductionmentioning

confidence: 99%

Patterns of Students’ Success: How Engineering Students Progress Through a Course Sequence

Froyd¹,

Shryock²,

Tripathy³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

six institutions systematically renewed, assessed, and institutionalized innovative undergraduate engineering curricula. He has authored over 70 papers and offered over 30 workshops on faculty development, curricular change processes, curriculum redesign, and assessment. He has served as a program co-chair for three Frontiers Miss Manisha Tripathy, Texas A & M UniversityManisha Tripathy is a Masters student in Computer Science and Engineering Department at Texas A&M University.Currently she is working as a Student Worker with Engineering Academic and Student Affairs at Texas A&M University.She did her B Tech in Electronics and Telecommunication Engineering from KIIT University,India . Prior to joining as a master's student,she worked as an Assistant System Analyst at Tata Consultancy Services Ltd.Her work primarily included java development and application management activities. Her research interests include data analysis,information retrieval and application software development. Prof. arun r srinivasa, Texas A&M UniversityDr Arun Srinivasa is the Holdredge/Paul Professor and associate department head of Mechanical Engineering at Texas A&M University and has been with TAMU since 1997. Prior to that he was a faclty at University of Pittsburgh. He recieved his undergraduate in mechanical Engineering from the Indian Institute of Technology, Madras, India in 1986 and subsequently his PhD from University of California, Berkeley. He research interests include continuum mechanics and thermodynamics, simulations of materials processing, and smart materials modeling and design. He teaching interests include the use of technology for education, especially in the area of engineering mechanics and in effective teaching methodologies and their impact on student progress in mechanical engineering. Rebecca C Simon, Texas A&M University Rebecca Simon is a Program Specialist for Undergraduate Retention in the Dwight Patterns of Students' Success: How Engineering Students Progress through a Course Sequence AbstractIncreasing the number and diversity of graduates with undergraduate degrees in engineering continues to be highlighted in national reports. Improving the number of engineering graduates is not only a matter of recruitment but also a critical matter of retention. Currently, less than half of the students entering engineering persist and ultimately attain an engineering degree. Retention studies, in general, have evaluated cohorts related to specific lengths of time, such as first or second year retention. The studies have provided less information on patterns of student performance in courses in the engineering curricula and instead many times focus on success in a first course. The authors in this study examine how patterns of progression through course sequences might be used to improve retention in engineering.This approach visualizes how engineering students are progressing through course sequences. Engineering curricula are complex with multiple required courses, many of which have one or more prerequisites. S...

show abstract

Section: Introductionmentioning

confidence: 99%

Patterns of Students’ Success: How Engineering Students Progress Through a Course Sequence

Froyd¹,

Shryock²,

Tripathy³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…Gasiewski, et al, 2012;Kuh, 2007;Lord, et al, 2009;Ohland, et al, 2008) suggests that there is a clear link between supportive classroom instruction and student learning, often stemming from the use of researched based instructional strategies (RBIS; Borrego, et al, 2013). For example, Hilpert and Husman (2016) demonstrated classroom interaction, often in the form of dynamic relationships among instructors and students, can have a positive impact on student motivation, engagement, and learning in post-secondary engineering classrooms.…”

Section: Supportive Classrooms and Student Engagementmentioning

confidence: 99%

Gender and Ethnic Differences in Classroom Engagement and Knowledge Building in Engineering Energy Science Courses

Haskett¹

2017 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Research is clear that women and under-represented ethnic and racial minorities experience engineering classroom climates differently than their male and predominantly white peers. However, little research has investigated differences in engagement and knowledge building between dominant and non-dominant groups in engineering contexts. In this study we examine gender and ethnic differences in student engagement and knowledge building in engineering energy science classrooms. Results indicated that there were significant group differences in students' perception of support for question asking, affective engagement, and behavioral-effortful class participation. Follow up comparisons of gender-ethnicity combinations revealed insight into the differences among women and under-represented racial and ethnic minorities. White males consistently self-reported significantly higher levels of question asking, affective engagement, and effortful engagement than students from many UREM groups. White females, multiracial females, and multiracial males consistently self-reported lower levels of question asking, affective engagement, and effortful engagement than students from many other backgrounds. Follow up comparisons of gender-ethnicity combinations revealed insight into the differences among women and under-represented racial and ethnic minorities.

show abstract

“…Researchers seeking to improve students' teaming skills have found successful ways to assess team member effectiveness and help develop skills to work in teams [1][2][3] . Researchers have also striven to provide support for students in engineering from underrepresented groups for better inclusion in engineering [4][5][6] . Despite these efforts, the numbers of underrepresented groups in engineering have not increased proportionately to the effort expended by the community.…”

Section: Introductionmentioning

confidence: 99%

Board # 75 : Building Supports for Diversity through Engineering Teams

Kirn¹,

Godwin²,

Pearson³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Who's Persisting in Engineering? A Comparative Analysis of Female and Male Asian, Black, Hispanic, Native American, and White Students

Cited by 157 publications

References 38 publications

Patterns of Students’ Success: How Engineering Students Progress Through a Course Sequence

Patterns of Students’ Success: How Engineering Students Progress Through a Course Sequence

Gender and Ethnic Differences in Classroom Engagement and Knowledge Building in Engineering Energy Science Courses

Board # 75 : Building Supports for Diversity through Engineering Teams

Contact Info

Product

Resources

About