• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >The Power of Peer Mentoring of Undergraduate Women in Engineering: Fostering Persistence through Academic and Social Integration
【24h】

The Power of Peer Mentoring of Undergraduate Women in Engineering: Fostering Persistence through Academic and Social Integration

机译：工程中本科妇女的同伴指导的力量：通过学术和社会融合促进持久性

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The academic and social integration of women in engineering majors does not occur in a vacuum. With the goal of expansion and improvement of educational and professional STEM opportunities for women, this convergent parallel mixed methods study was conducted to explore the impacts of a formal peer mentoring program at Stony Brook University, a large research university in the Northeast U.S. Social cognitive constructs including self-efficacy, persistence, and engagement were measured by a survey adapted from Assessing Women and Men in Engineering for first year female students (N = 51) in the Women in Science and Engineering Program (WISE). Most respondents (78%) reported that the initial decision to enter a science or engineering related field was because they were "good at math or science," while 70% "wanted to be able to get a well-paying job after graduation," and 54% "liked to solve problems." Most (72%) reported that the number one goal for entering the program was to "help me do well in my major," with 58% reporting "meeting other students my field" as a secondary goal. Many respondents (43%) reported that the organization with which they most strongly identified was the WISE program, with 98% expressing confidence in completing their degree. There were significant moderate to strong correlations between participation in the program and friendship development within majors, friendships within majors and anticipated success in a career related to the major, and academic and social integration between friends studying within the major and not giving up participation in outside interests, as well as shared personal interests. Qualitative findings showed that academic and social support were the two most common benefits from peer mentoring experienced by participants, indicating that the academic and social engagement provided by peer mentoring aspects of the program may be positive predictors of retention for first-year women in science and engineering.
机译：在工程专业中的女性学术和社会融合不会在真空中发生。随着妇女教育和专业干扰机会的扩大和改进的目标，该趋同的并行混合方法研究是为了探讨正式同行指导计划在东北美国社会认知构建的大型研究大学的正式同伴指导计划的影响包括自我效能感，持久性和参与，通过了一项调查测量改编自工程评估的女性及男性为第一年级女学生（N = 51）的女性在科学与工程专业（WISE）。大多数受访者（78％）报告说，进入科学或工程相关领域的初步决定是因为他们“擅长数学或科学”，而70％“希望能够在毕业后获得付出良好的工作，”和54％“喜欢解决问题。”大多数（72％）报告说，进入该计划的第一名目标是“帮助我在我的专业中做好”，其中58％报告“与其他学生我的领域”作为次要目标。许多受访者（43％）报告称，他们最强烈确定的组织是明智的计划，98％对完成学位表示信心。参与在专业中的计划和友谊发展之间的友谊发展之间存在显着的相关性，友谊在职业生涯中的友谊与主要在专业中的朋友之间的学术和社会融合，而不是放弃外部的职业生涯利益，以及共同的个人利益。定性结果表明，学术和社会支持是参与者经历的同伴指导的两种最常见的福利，表明，该计划的同行指导方面所提供的学术和社会参与可能是科学第一年妇女的积极预测因素。工程。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号