Gaining Access or Losing Ground?: Socioeconomically Disadvantaged Students in Undergraduate Engineering, 1994–2003

Illuminating inequality in access: Variation in enrollment in undergraduate engineering programs across Virginia's high schools

“…We also derived a variable to characterize the surrounding community's average income and educational attainment in our models of engineering enrollment and found a moderate positive relationship across all demographic groups. This finding joins other studies showing a relationship between a community's SES and postsecondary educational outcomes (e.g., Carrico & Matusovich, 2016; Lundy‐Wagner et al, 2014), albeit for a new statewide context in engineering specifically. A surprising finding, however, was the strongest relationship between a high school's four‐year enrollment rate and its engineering enrollment rate.…”

Work in Progress: Developing a Procedure for Identifying Indicators of "Over-persistence"

“…A number of variables including institutional [1][2][3] , financial 4-7 , socioeconomic [8][9][10][11] , as well as demographic and academic factors [12][13][14][15][16] have been investigated to determine their influence on college student retention. While all of these factors can play a role in a student's decision to either drop out or persist, both in college and in their respective majors, few of these factors are readily available to university advisors who are charged with assisting students in these decisions.…”

Reimagining engineering diversity: A study of academic advisors’ perspectives on socioeconomic status

“…Despite the various insights, extant research on social class in undergraduate engineering is limited in four ways. First, much of the work focuses on extremes (e.g., the most versus least privileged), and ignores students in the "middle," who more closely represent the majority in engineering 8,43 . Second, existing work tends to focus on students without consideration of specific academic disciplinary contexts.…”