Engineering Childhood: Knowledge Transmission Through Parenting

Dorie, Brianna L; Cardella, Monica E.

doi:10.18260/1-2--19515

Cited by 4 publications

(3 citation statements)

References 22 publications

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“…Authority figures like parents and teachers are especially influential. Parental perceptions and expectations of students' abilities to participate in STEM significantly improve students' later success (Bleeker & Jacobs, 2004;Dorie & Cardella, 2013;Jacobs & Eccles, 2000;Turner, Steward, & Lapan, 2004). Students integrate parental messages, along with teacher and peer messages, into how they see themselves and ultimately choose a career.…”

Section: Identity Constructsmentioning

confidence: 99%

Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice

Godwin

Potvin

Hazari

et al. 2016

J of Engineering Edu

443

472

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Section: Identity Constructsmentioning

confidence: 99%

Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice

Godwin

Potvin

Hazari

et al. 2016

J of Engineering Edu

443

472

View full text Add to dashboard Cite

show abstract

“…Designing for empathy to foster girls' engagement with engineering Girls' engagement in engineering may be supported by contextualizing engineering problems in relation to personally meaningful contexts, people and communities (Bennett, 2000;Dorie and Cardella, 2013;Eccles, 2005;Eccles and Wang, 2016;Wigfield and Eccles, 2000). Contextualizing engineering problems to support caring about those for whom designs are intended cultivates empathy, which can support girls' persistence within activities and critical phases of engineering design (Atman et al, 2007).…”

Section: Underrepresentation Of Girls In Engineering and The Role Of ...mentioning

confidence: 99%

Designing for others: the roles of narrative and empathy in supporting girls’ engineering engagement

Peppler

Keune

Dahn

et al. 2021

ILS

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Purpose Science museums provide a context for developing and testing engineering activities that support visitors in creating personally meaningful objects. This study aims to propose that narrative design elements in such engineering activities can foster empathy to support engineering engagement among girls ages 7–14. Design/methodology/approach Taking a constructionist approach to engineering design, the authors present results from an observational study (n = 202 girls) of engineering activities across three museums that were designed to foster girls’ engineering engagement by integrating narrative elements aimed to foster empathy in activities. Using quantitative counts from observation protocols, the authors conducted statistical analyses to explore relationships between narrative, engineering and empathy. Findings Linear regression demonstrated a statistically significant relationship between empathy and increased numbers of engineering practices within museum activities. Additionally, this led us to explore the impacts the potential narrative design elements may have on designing for empathy – multiple linear regressions found both narrative and empathy to be independently associated with engineering practices. Overall, the authors found that using narrative to design activities to elicit empathy resulted in girls demonstrating more engineering practices. Originality/value The authors offer design ideas to foster aspects of empathy, including user-centered design, perspective-taking, familiarity and desire to help.

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“…Families are critical to providing support for student attainment through emotional as well as financial dimensions, from purchasing textbooks to paying for university (Teachman and Paasch 1998;Seginer 2006). Parents shape their children's attitudes, motivations, values, and aspirations through a socialised family culture and are a locus of control in the education of their children (Dorie and Cardella 2013;Dryler 1998).…”

Section: Experiences and Influencersmentioning

confidence: 99%

Staying or leaving: contributing factors for U.K. engineering students’ decisions to pursue careers in engineering industry

Striolo

Pollock

Godwin

2020

European Journal of Engineering Education

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This sequential, explanatory mixed methods study examined students' intentions to stay in or leave engineering industry careers upon graduation. We gathered survey data from 128 second-year engineering students about their intentions and attitudes. The participants were enrolled in a two-week interdisciplinary engineering summer course at University College London called How to Change the World. From this survey, we also interviewed 15 students, eight intending to stay and seven intending to leave, about their intentions and experiences that informed those decisions. We found that students' perceptions of future (motivation), expectations, experiences at university, confidence in their ability to succeed in engineering courses, and sense of belonging in engineering industry were the main contributors to their decisions to stay or leave. The two data streams combined provide a richer picture of how students may be better supported during and through their engineering degree programmes.

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Engineering Childhood: Knowledge Transmission Through Parenting

Abstract: Dorie is a doctoral candidate in Engineering Education at Purdue University. Her research focuses upon how young children engage in and learn about engineering in informal environments, especially through the use of media.

Cited by 4 publications

References 22 publications

Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice

Identity, Critical Agency, and Engineering: An Affective Model for Predicting Engineering as a Career Choice

Designing for others: the roles of narrative and empathy in supporting girls’ engineering engagement

Staying or leaving: contributing factors for U.K. engineering students’ decisions to pursue careers in engineering industry

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