Collaborative Proposal: Pathways of Blacks and Hispanics in Engineering Education

合作提案：黑人和西班牙裔的工程教育之路

• 批准号: 1109598
• 负责人: Lorraine Fleming
• 金额: $ 91.67万
• 依托单位: Howard University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-15 至 2017-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1109598&HistoricalAwards=false
• 关键词: Collaborative; Proposal; Pathways; Blacks; Hispanics

Howard University and Florida International University plan a large, empirical, three year collaborative research study with partners Prairie View A&M University and University of Puerto Rico-Mayaguez. The proposed research will consider persistence and identity factors in undergraduate engineering education of students at these four Minority Serving Institutions (MSIs). That is, the researchers will examine the impact of students' culture and ethnicity on the development of engineering identity and the importance of previously identified persistence factors (i.e., self-confidence, attitudes toward engineering, quality of instruction, etc.) on minority student attrition in institutions where they are the majority. This project seeks to address short-comings of the Academic Pathways Study, which included two of the PIs as members of the research team.Retention theory and social cognitive career theory provide the theoretical underpinnings of the study and the team will explore their evolution and current status relative to student experiences. The project team will utilize a triangulated mixed methods research design to collect and analyze data. That is, surveys will be used to collect quantitative data and a mix of individual and focus group interviews will provide qualitative data. The project directly addresses broadening participation in engineering education with a unique focus on (1) identifying how environmental factors at MSIs versus Predominately White Institutions contribute to academic and career outcomes for minority students and (2) determining potential differences in outcomes among Historically Black Colleges and Universities (HBCUs), among Hispanic Serving Institutions (HSIs) and between HSIs and HBCUs.The proposed work has the potential to influence how scholars approach the study of ethnic minority students, as well as how they conceptualize and study MSIs, settings that often are marginalized in the study of college students. The fact that MSIs produce a substantial proportion of Black and Hispanic STEM degrees increases the relevance and potential impact of this work. In a broader sense this project considers the relevance of context in student achievement and persistence in STEM, which is a significant issue in the education of all students.

霍华德大学和佛罗里达国际大学计划与Partners Prairie View A＆M大学和波多黎各大学的大型经验，三年合作研究。拟议的研究将考虑这四个少数族裔服务机构（MSIS）的学生在本科工程教育的持久性和身份因素。也就是说，研究人员将研究学生的文化和种族对工程认同发展的影响以及先前确定的持久性因素的重要性（即自信心，对工程学的态度，教学质量等）对机构中少数群体学生流失的影响。该项目旨在解决学术途径研究的缩写，其中包括两个PI作为研究团队的成员。退休理论和社会认知职业理论提供了研究的理论基础，该团队将探索其相对于学生经验的演变和现状。项目团队将利用三角混合方法研究设计来收集和分析数据。也就是说，调查将用于收集定量数据，并且个人和焦点小组访谈的组合将提供定性数据。该项目直接解决了扩大工程教育的参与，其独特的重点是（1）确定MSIS的环境因素与主要白人机构如何为少数群体学生的学术和职业成果做出贡献，以及（2）确定历史上黑人大学和大学（HBCUS）的潜在成果差异（HBCUS）（HBCUS），在西班牙服务机构中，企业（HSIS）以及HSIS（HSIS）和HB之间的影响力（HSIS），以及HB的范围。学者们正在研究少数民族学生的研究，以及他们如何概念化和研究MSI，这些设置经常在大学生研究中被边缘化。 MSI会产生很大一部分黑色和西班牙茎的事实，这增加了这项工作的相关性和潜在影响。从广义上讲，该项目考虑了情境在STEM中的成就和持久性中的相关性，这在所有学生的教育中都是一个重要的问题。