What they say: Black children talk about learning engineering

Tolbert, DeLean; Cardella, Monica E.

doi:10.1109/fie.2016.7757648

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…Yosso developed the CCW framework to show how students from nondominant culture groups cultivate capital to persist in education (Dika et al, 2018). Yosso developed the initial conceptualizations of CCW for Latinx people, but scholars have extended the theory to other people of color (Carbajal, 2015;Chavez, 2018;Dika et al, 2015Dika et al, , 2018Foxx, 2014;Samuelson and Litzler, 2016) and to Black students in particular (Dika et al, 2015;Forbes, 2016;Foxx, 2014;Mcknight, 2016;Preston, 2017;Revelo and Baber, 2018;Samuelson and Litzler, 2016;Tolbert and Cardella, 2016). CCW conceptualizes at least six types of community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital (Yosso, 2005).…”

Section: Community Cultural Wealth Theoretical Frameworkmentioning

confidence: 99%

A Narrative Inquiry Approach to Community Cultural Wealth of Black Men in Engineering

Sellers¹,

Martin

Seraphin³

2022

J Women Minor Scien Eng

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This study engages in methodological activism-using research methods for the explicit purpose of enacting social change. We chose the culturally relevant, asset-based theory of community cultural wealth to study a Black man's educational journey towards an engineering degree. Our focus on the story of one individual disaggregates his experience from the experiences of other participants, allowing us to deeply interrogate theoretical constructs. By employing narrative methodology, our work advances theoretical understanding of community cultural wealth, revealing temporal nuances, and confirms that different forms of capital can be used in multiple, overlapping ways. Our choice of narrative methodology also addresses recent critiques of shallow analysis of community cultural wealth in STEM education research. Consistent with critical race scholarship, we situate our work in its sociohistorical context and reject an interest convergence argument for its value.

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Section: Community Cultural Wealth Theoretical Frameworkmentioning

confidence: 99%

A Narrative Inquiry Approach to Community Cultural Wealth of Black Men in Engineering

Sellers¹,

Martin

Seraphin³

2022

J Women Minor Scien Eng

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“…Within higher education, we know that staff are essential to the stakeholders they support, including faculty, students, and administrators (Kuo, 2009; Merton et al, 2009). Additionally, studies show that staff and individuals in support roles (i.e., parents, mentors, volunteer teachers) play a pivotal role within educational environments, including formal and informal STEM education (Price et al, 2019; Tolbert & Cardella, 2016). Therefore, there is a need to explore further the role of staff within engineering education at HBCUs and their connection among stakeholder groups, particularly as it relates to advanced administrative preparation for events such as a pandemic and other disruptions in teaching and learning (i.e., inclement weather and other unforeseen events).…”

Section: Discussionmentioning

confidence: 99%

Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Fletcher

Jefferson

Boyd

et al. 2023

J of Engineering Edu

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Background: COVID-19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).Purpose/Hypothesis: Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID-19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs? Design/Methods: Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach. Results: Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety. Conclusions: During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well-documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.

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“…Prior research investigating ethnic and gender differences in engineering stereotypes and beliefs has generally focused on middle school, high school, and college-age subjects (e.g., Besterfield-Sacre, Moreno, Shuman, & Atman, 2001;Brainard & Carlin, 1998;Chan, Stafford, Klawe, & Chen, 2000;Ing, Aschbacher, & Tsai, 2014;Salzman, Ohland, & Cardella, 2015;Schaefers, Epperson, & Nauta, 1997;Tolbert & Cardella, 2016). These studies on students of middle school age and older consistently found that there are differences in students' attitudes and perceptions based on gender: female students have more negative attitudes toward engineering than male students, and female students enter engineering careers with lower confidence in their engineering knowledge and abilities compared to their male counterparts.…”

Section: Gender and Ethnic Differences In Engineering Perceptionsmentioning

confidence: 99%

Latinx and Caucasian Elementary School Children’s Knowledge of and Interest in Engineering Activities

Özoğul

Miller²,

Reisslein³

2017

Journal of Pre-College Engineering Education Research (J-PEER)

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Ethnic minorities, such as Latinx people of Hispanic or Latino origin, and women earn fewer engineering degrees than Caucasians and men. With shifting population dynamics and high demands for a technically qualified workforce, it is important to achieve broad participation in the engineering workforce by all ethnicities and both genders. Previous research has examined the knowledge of and interest in engineering among students in grades five and higher. In contrast, the present study examined elementary school students in grades K-5. The study found that older students in grades 4 and 5 had both greater knowledge of engineering occupational activities and greater interest in engineering than younger students in grades K-3. Moreover, Caucasian students had greater knowledge and interest levels than Latinx students. There were no significant differences between boys and girls, nor any significant interactions among gender, grade level, and ethnicity. A significant positive correlation between knowledge of engineering occupational activities and interest in engineering was also found. The findings suggest that early engineering outreach interventions are important. Such early interventions could potentially contribute to preserving the equivalent interest levels of males and females for engineering as students grow older. Also, ethnic disparities in engineering knowledge and interest could potentially be mitigated through early interventions.

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What they say: Black children talk about learning engineering

Cited by 6 publications

References 7 publications

A Narrative Inquiry Approach to Community Cultural Wealth of Black Men in Engineering

A Narrative Inquiry Approach to Community Cultural Wealth of Black Men in Engineering

Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Latinx and Caucasian Elementary School Children’s Knowledge of and Interest in Engineering Activities

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