Collaborative Research: Should I Stay or Should I Go? Understanding the Retention of Latinx in Engineering Jobs

合作研究：我应该留下还是应该走？

• 批准号: 2000636
• 负责人: Rachel Navarro
• 金额: $ 80.84万
• 依托单位: University of North Dakota Main Campus
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-15 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2000636&HistoricalAwards=false
• 关键词: Collaborative; Research; Should; Stay; Go

Slow progress has been made over the past several years to broaden the involvement of groups who are underrepresented in engineering disciplines. The number of Latinxs in particular continues to decrease at each transition point along the pathway to becoming a practicing engineer (i.e., declaring a engineering major, graduating with an engineering degree, working in the engineering field). Increased efforts across the engineering ecosystem, but specifically during the college-to-work transition, are needed to broaden the participation of Latinxs (one of the fastest growing ethnic groups in the U.S.) and to meet the industry demands to fill engineering jobs, which are projected to increase in the next decade. This project aims to understand environmental, personal, and psychological factors that influence work engagement, satisfaction, and persistence decisions during the college-to-work transition among Latinx in engineering, as well as during the early years of their career. The investigators will conduct annual surveys, experiential surveys, and individual interviews about workplace experiences with Latinx in the engineering workforce across a 5-year period to track factors related to Latinx engineers’ work engagement, job satisfaction, and persistence in the field. This project is a joint effort between the University of Missouri and the University of North Dakota and is supported by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. Additional support has been provided by the Directorate for Engineering's Broadening Participation in Engineering (BPE) program.As posited by the integrative social cognitive career theory lens, the investigators hypothesize that the relations among social cognitive, contextual and cultural factors will explain a significant amount of variance in Latinx engineers’ work engagement, satisfaction, and persistence. Structural equation modeling (SEM) will be used to examine this hypothesis longitudinally. The investigators will assess the integrative SCCT model’s generalizability based on gender, race, and the interaction of gender and race via SEM multigroup analyses. The investigators also will use experience sampling methodology to gather fine-grained snapshots of perceived workplace climate to examine the effects of momentary and longitudinal changes in such perceptions on Latinx engineers’ work engagement, satisfaction, and persistence via multilevel modeling and growth modeling. Finally, they will generate a reliable and valid measure of engineering interests for employed engineers using factor analytical and Item Response Theory techniques. Potential outcomes of the project include: 1) examining the utility of the integrative SCCT model in predicting engagement, satisfaction, and persistence in engineering for Latinxs in engineering during the college-to-work transition and early career stages; 2) a new measure of engineering interests for use in future research; and 3) the development of custom interventions to augment relevant systemic supports, minimize systemic barriers, and bolster social cognitions that are strong predictors of work engagement, satisfaction, and persistence for Latina women and Latino men.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在过去的几年中，取得了缓慢的进步，以扩大人数不足在工程学科中的团体的参与。沿着成为实践工程师的途径的每个过渡点，尤其是拉丁裔的数量继续减少（即宣布具有工程学学位的工程专业，在工程领域工作）。整个工程生态系统的努力增加，但尤其是在大学到工作期间，需要扩大拉丁裔的参与（美国发展最快的族裔之一），并满足行业对填补工程工作的需求，这些工作预计将在下一十年中增加。该项目旨在了解影响工作参与，满意度和持久性决策的环境，个人和心理因素，在拉丁裔在工程学领域以及职业生涯的早期期间。调查人员将在5年的时间内对工程工作人员的工作场所经历进行年度调查，专家调查和个人访谈，以跟踪与Latinx工程师的工作参与，工作满意度以及该领域的持久性有关的因素。该项目是密苏里大学和北达科他大学之间的共同努力，并得到了EHR Core Research（ECR）计划的支持，该计划支持有关STEM学习和学习环境的基础研究，扩大STEM的参与和STEM Formforce开发的工作。工程局扩大了工程计划（BPE）计划的额外支持。正如综合的社会认知职业理论镜头所提出的那样，研究人员假设社会认知，上下文和文化因素之间的关系将解释拉丁裔工程师的工作参与，满意度，满意度和持久性的大量差异。结构方程建模（SEM）将用于纵向研究该假设。研究人员将通过SEM MultoGroup分析来评估基于性别，种族和性别与种族相互作用的综合SCCT模型的概括性。研究人员将利用经验抽样方法来收集感知到的工作场所气候的细粒快照，以检查这种感知对拉丁裔工程师的工作参与，满意度以及通过多层次建模和增长建模的持久性的瞬时和纵向变化的影响。最后，他们将使用因子分析和项目响应理论技术为就业的工程师生成可靠且有效的工程兴趣。该项目的潜在结果包括：1）研究集成SCCT模型在预测拉丁裔工程工程工程工程工程工程学工程期间和早期职业阶段的效用； 2）用于未来研究的工程兴趣的新量度； 3）开发自定义干预措施，以增加相关的系统性支持，最大程度地减少系统性障碍，并增强社会认知，这是对拉丁裔妇女和拉丁裔男人的工作参与，满意度和持久性的有力预测的，该奖项反映了NSF的立法使命，并通过对基金会的智力进行了评估，并被认为是通过评估来进行评估，并具有基础的优质影响。

项目成果

Development and initial validation of the Engineering Learning Experiences Scale

工程学习经验量表的开发和初步验证

• DOI: 10.1016/j.jvb.2020.103516
• 发表时间: 2021
• 期刊: Journal of Vocational Behavior
• 影响因子: 11.1
• 作者: Garriott, Patton O.;Hunt, Heather K.;Navarro, Rachel L.;Flores, Lisa Y.;Lee, Bo Hyun;Suh, Han Na;Brionez, Julio;Slivensky, Diana;Lee, Hang-Shim
• 通讯作者: Lee, Hang-Shim

Social cognitive predictors of Latinx and White engineering students' academic satisfaction and persistence intentions: Exploring interactions among social identities and institutional context

• DOI: 10.1016/j.jvb.2021.103580
• 发表时间: 2021-06
• 期刊: Journal of Vocational Behavior
• 影响因子: 11.1
• 作者: Lisa Y. Flores;Rachel L. Navarro;Bo-hyun Lee;Xiaotian Hu;David Diaz;Leticia D. Martinez

How Latiné engineering students resist White male engineering culture: A multi‐institution analysis of academic engagement

拉丁工程学生如何抵制白人男性工程文化：学术参与的多机构分析

• DOI: 10.1002/jee.20536
• 发表时间: 2023
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Garriott, Patton O.;Carrero Pinedo, Ayli;Hunt, Heather K.;Navarro, Rachel L.;Flores, Lisa Y.;Desjarlais, Cerynn D.;Diaz, David;Brionez, Julio;Lee, Bo Hyun;Ayala, Evelyn
• 通讯作者: Ayala, Evelyn