A Failed Attempt to Develop a Measure of Engineering Students’ Subjective Task-value for Diversity and Inclusion in Engineering

Abstract

is a doctoral candidate in engineering education at Virginia Polytechnic and State University, where she also serves as a program assistant for the Center for Enhancement of Engineering Diversity and an advisor for international senior design projects in the Department of Mechanical Engineering. Ashley received her MS in Mechanical Engineering, MPH in Public Health Education, and BS in Mechanical Engineering from Virginia Tech. Her research interests include access to higher education, broadening participation in engineering, the integration of engineering education and international development, and building capacity in low and middle income countries through inclusive engineering education.

The Motivation of Low-Income Engineering Transfer Students that Influences Choosing and Pursuing a Baccalaureate Degree Attainment in Engineering

“…Currently, the expectancy-value theory of motivation is one of the most used motivational models to study students' career choices in engineering [14]. Expectancy-value theory (Eccles et al, 1983) is considered the most influential theory for explaining students' learning behavior and achievement-related choices [15].…”