Collaborative Research: Intersectionality of Non-normative Identities in the Cultures of Engineering (InIce)

合作研究：工程文化中非规范身份的交叉性（InIce）

基本信息

批准号：
1428689
负责人：
Geoffrey Potvin
金额：
$ 17.05万
依托单位：
Florida International University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2014
资助国家：
美国
起止时间：
2014-09-15 至 2018-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1428689&HistoricalAwards=false
关键词：
Collaborative Research Intersectionality Non normative

项目摘要

This project is motivated by the need to increase and diversify the engineering workforce, which will help to increase economic growth and prosperity in the United States. The ultimate goal of this project is to understand more effectively the ways in which students can become interested in pursuing engineering majors in college and how to help them persist through to the end of an engineering degree, with particular attention on those students who may have different views of the role of engineering. This will be accomplished by a large quantitative assessment followed by a longitudinal study of students who are identified as holding various normative or non-normative attitudinal profiles,with a focus on understanding students' feelings of belongingness in engineering and their developing engineering identities. The outcomes of this work will result in practical ways to increase diversity in engineering programs through research-based recruitment and teaching strategies focused on student identities within engineering. Specific course materials will be developed to target graduate students entering academia (who will be teaching future engineering students) to help begin to foster a more welcoming culture in engineering.The theoretical framing of this work is an intersectional approach towards "normativity" in engineering culture. Methodologically, this project will utilize modern statistical techniques to identify clusters of students through their attitudinal data, without the prior imposition of categorizations of students (e.g. gender, race, ethnicity) in order to understand how engineering students' attitudes group into various "normative" and "non-normative" profiles. Following this, we will conduct a longitudinal study of a selection of students from the empirically-identified attitudinal profiles to understand how these students navigate their engineering experiences and develop their identities in their chosen majors. The intellectual merit of this work is an improved understanding of the ways in which different students develop their engineering identities, navigate their engineering communities, and enculturate into their chosen disciplines as well as in the development of practical ways to help students be successful in engineering. This extends previous findings that dissatisfaction and lack of community within engineering are causes for students not choosing or leaving engineering studies. Addressing the core issue of student perceptions of not fitting into engineering can begin to staunch the exodus of talented individuals from engineering. The results of this research will then be incorporated into the development of workshops (for current graduate students and faculty) and widely available graduatecourses designed around diversity in engineering. The broader impact of this work will be to promote an empirically-validated understanding of how to retain a more diverse body of engineering majors including pragmatic solutions for educators and administrators, both at the researchers' institutions and in the wider engineering community.

该项目的动机是增加工程劳动力并使之多样化，这将有助于促进美国的经济增长和繁荣。该项目的最终目标是更有效地了解学生如何对大学攻读工程专业产生兴趣，以及如何帮助他们坚持到工程学位结束，特别关注那些可能有不同兴趣的学生。对工程作用的看法。这将通过大规模的定量评估来完成，然后对被确定为持有各种规范或非规范态度的学生进行纵向研究，重点是了解学生对工程的归属感及其发展中的工程身份。这项工作的成果将通过以研究为基础的招聘和注重工程领域学生身份的教学策略，以实际的方式增加工程项目的多样性。将针对进入学术界的研究生（他们将教授未来的工程学生）开发具体的课程材料，以帮助开始培养更受欢迎的工程文化。这项工作的理论框架是一种实现工程文化“规范性”的交叉方法。从方法上讲，该项目将利用现代统计技术，通过学生的态度数据来识别学生群体，而无需事先对学生进行分类（例如性别、种族、民族），以便了解工程专业学生的态度如何分为各种“规范”和“非规范”配置文件。接下来，我们将从经验确定的态度概况中选择一些学生进行纵向研究，以了解这些学生如何驾驭他们的工程经验并在他们所选择的专业中发展他们的身份。这项工作的智力价值在于更好地理解不同学生发展其工程身份、驾驭其工程社区、融入其所选学科的方式，以及开发帮助学生在工程领域取得成功的实用方法。这扩展了之前的发现，即工程领域的不满和缺乏社区是学生不选择或离开工程学习的原因。解决学生认为不适合工程的核心问题可以开始阻止人才从工程领域流失。这项研究的结果将被纳入研讨会（针对当前研究生和教师）的开发以及围绕工程多样性设计的广泛可用的研究生课程中。这项工作的更广泛影响将是促进对如何保留更多样化的工程专业群体的经验验证的理解，包括为研究人员机构和更广泛的工程界的教育工作者和管理人员提供实用的解决方案。

项目成果

期刊论文数量（5）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Engineering Allies: The Personalities of Cisgender Engineering Students

工程盟友：顺性别工程学生的个性

DOI：
发表时间：
2017-06
期刊：
ASEE Annual Conference & Exposition
影响因子：
0
作者：
Rohde, J.A.;Kirn, A.;Godwin, A.
通讯作者：
Godwin, A.

Characterizing Student Identities in Engineering: Attitudinal Profiles of Engineering Majors

表征工程专业学生的身份：工程专业的态度概况

DOI：
发表时间：
2017-06
期刊：
ASEE annual conference & exposition
影响因子：
0
作者：
Benson, L.;Potvin, G.;Kirn, A.;Godwin, A.;Doyle, J.;Rohde, J.A.;Verdín, D.;Boone, H.
通讯作者：
Boone, H.

Physics Identity Promotes Alternative Careers for First-Generation College Students in Engineering

物理身份促进第一代工程大学生的替代职业

DOI：
发表时间：
2017-06
期刊：
ASEE Annual Conference & Exposition
影响因子：
0
作者：
Verdín, D.;Godwin, A.
通讯作者：
Godwin, A.

Intersectionality of Non-normative Identities in the Cultures of Engineering

工程文化中非规范身份的交叉性

DOI：
10.18260/p.25448
发表时间：
2016-06
期刊：
ASEE Annual Conference & Exposition
影响因子：
0
作者：
Kirn, Adam;Godwin, Allison;Benson, Lisa;Potvin, Geoff;Doyle, Jacqueline;Boone, Hank;Verdin, Dina
通讯作者：
Verdin, Dina

The Development of a Measure of Engineering Identity

工程身份衡量标准的制定