First generation college students in engineering: A qualitative investigation of barriers to academic plans

Fernández, M.J.; Martin, Julie P.; Zerda, Katherine S.; Cortés, Claudia Cecilia Castro

doi:10.1109/fie.2008.4720256

Cited by 38 publications

(28 citation statements)

References 6 publications

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“…First, there is great diversity in methods to understand this student population as seen through multiple data sources and methods. For example, several studies report data from nationally representative datasets (e.g., Anderson & Kim, ; Chen, ; Gayles & Ampaw, ; Maltese & Tai, ), quantitative studies, including those using data from one or more institutions and other national surveys and data sources, etc., (e.g., French et al, ; Hartman & Hartman, ; Hurtado et al, ; Shaw & Barbuti, ), and qualitative studies that capture individual students’ perspectives about the STEM experience (e.g., Conrad et al, ; Fernandez et al, ; Trenor et al, ).…”

Section: Review Of Literaturementioning

confidence: 99%

Early experiences and integration in the persistence of first‐generation college students in STEM and non‐STEM majors

2015

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Representation of diverse groups in science, technology, engineering, and mathematics (STEM) fields is a persistent concern in the United States. Although there have been some strides toward more diverse representation, significant problems of underrepresentation remain in particular STEM fields: physical sciences, engineering, math, and computer sciences (PEMC). The purpose of this study is to understand the significance of pre‐college personal and academic factors along with early college experiences to explain persistence among first‐generation college students (FGCS) considering possible differences among PEMC‐STEM majors, other‐STEM majors, and non‐STEM majors. Using institutional and survey data from one 4‐year urban research institution in the Southeast, logistic regression models demonstrate the importance of early academic performance (first‐semester GPA) to increase odds of FGCS persistence across majors; and also reveal important differences. Besides early academic performance, the only other significant factor for persistence of PEMC‐STEM majors was perceived preparation in math. Perceived social fit was significant for persistence for the other‐STEM and non‐STEM majors, whereas perceived academic fit was only significant for non‐STEM majors. These results align generally with previous research, and also suggest that examining differences among STEM subgroups may help develop more nuanced understandings of the needs of different groups. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 368–383, 2016

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Section: Review Of Literaturementioning

confidence: 99%

Early experiences and integration in the persistence of first‐generation college students in STEM and non‐STEM majors

2015

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“…The lead author's prior exploratory research [4]- [5] informed the focus and methodology for the current work. The current study was based on a phenomenological approach [7], which aimed to better understand the major choice decisions and perceived barriers and supports for academic and career plans of first generation college students compared to the their continuing generation counterparts.…”

Section: Methodsmentioning

confidence: 99%

“…This report calls for the development of a research-based tool kit(s) for use by the engineering community [3]. One author's own social cognitive research has shown that FGC students face distinct barriers which require unique outreach and recruitment messages in order to effectively communicate college and career opportunities to FGC students and their families [4]- [5]. This work-in-progress aims to create a messaging tool kit designed for engineering educators to enable strategic communication with this distinct group.…”

Section: Introductionmentioning

confidence: 99%

Work in progress - a research-based tool kit for communicating unique messages about engineering to first generation college students

Martin

Grant

2009

2009 39th IEEE Frontiers in Education Conference

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The ultimate purpose of this work-in-progress is to contribute to increased recruitment and retention efforts for first generation college students studying engineering at the undergraduate level. This paper describes the first stages of a project which aims to translate the authors' research into a "tool kit" of practical outreach and recruitment materials (e.g., brochures, slides, web-based information) for use and adaptation by the engineering education community. With the completion of this work, outreach and recruitment staff, diversity program personnel, teaching faculty and administrators will be equipped with information and materials that will help them to recognize and address the distinct barriers first generation college students face in pursuing an engineering education. Research conducted at two institutions (a diverse urban, commuter university and a predominately White residential school in a rural area) guides the tool kit development.

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“…Little research has been conducted specifically on students at the intersections of these two designations. A study seeking to identify and explore barriers perceived by first-generation students majoring in engineering, found similar experiences between engineering students and other fields, the only difference being the stringent demands of the curriculum 12 .…”

Section: First-generation Students In Engineeringmentioning

confidence: 99%

Qualitative Study of First-Generation Latinas: Understanding Motivation for Choosing and Persisting in Engineering

Verdín

Godwin

2015 ASEE Annual Conference and Exposition Proceedings

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Latina undergraduates pursuing an engineering degree continue to be an underrepresented group at four-year universities. Compared to their male counterparts, fewer women enter the field of engineering; however, of those Latino/as who do matriculate, they have the same likelihood of persisting as their White counterparts. Furthermore, a dearth of underrepresented students such as Latino/as and first-generation college students enter or remain in the field of engineering. The need for increased gender and racial/ethnic representation in engineering is a documented need allowing for the production of a wider range of innovative products that take into consideration different perspectives that represent the make-up of the nation as a whole. Recent studies demonstrate that Latinas who are enrolled in the field of engineering remain in engineering at higher rates than other ethnic minorities.In order to increase and retain greater ethnic and gender diversity in engineering, this research seeks to examine what motivates first-generation Latinas in engineering at an urban public university to pursue engineering and persist. Past research has investigated the experiences of first-generation students more generally, without distinguishing specific populations or their choice of study. In addition, several studies investigate why first-generation and underrepresented students drop out of college; some have found that it is due to an unclear purpose for college, adjustment issues to the college environment, and feelings of isolation. The perspectives of first-generation Latina engineering students are captured through conducting eight qualitative in-depth interviews and through analyzing their narratives. This research elucidates some of the reasons why Latinas choose engineering in college and why they continue in engineering using Achievement Goal Theory (AGT) as the theoretical framework. This theory posits that goals are cognitive accounts of what a person tries to accomplish and one's purposes or reasons for doing the task. This research demonstrates that participants displayed a higher sense of purpose, not only in mastery and performance, but also in a sense of self-reliance and intellectual self. This research serves as a point of departure towards highlighting ways in which the field of engineering can become a more desirable major for first-generation Latina women. The results of this work point to specific methods for accomplishing this goal.

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First generation college students in engineering: A qualitative investigation of barriers to academic plans

Cited by 38 publications

References 6 publications

Early experiences and integration in the persistence of first‐generation college students in STEM and non‐STEM majors

Early experiences and integration in the persistence of first‐generation college students in STEM and non‐STEM majors

Work in progress - a research-based tool kit for communicating unique messages about engineering to first generation college students

Qualitative Study of First-Generation Latinas: Understanding Motivation for Choosing and Persisting in Engineering

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