• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>International Journal of STEM Education >Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory
【24h】

Understanding first-generation undergraduate engineering students’ entry and persistence through social capital theory

机译：了解第一代本科工程学生通过社会资本理论进入和持久性

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

摘要

Background The higher education literature is replete with deficit-based studies of first-generation college students. By thinking of students’ social relationships as embedded assets, our research adds to an anti-deficit, or asset-based, framing of first-generation students majoring in engineering. Our multi-institution study qualitatively characterizes how the various people (alters) in students’ social networks provide expressive and instrumental social capital that helps students decide to enter and then to persist in undergraduate engineering majors. Our work compares and contrasts social capital assets described by first-generation college students and those described by continuing-generation college students. Results Both first-generation college students and continuing-generation college students described how they leveraged the social capital inherent in their social relationships. In our comparison of the two groups, we found far more similarities than differences in the way participants described their social capital. For example, the network compositions (the specific alters providing resources) were similar for both groups. Both groups reported how parents, family members, peers, middle and high school teachers, individuals associated with science, technology, engineering, and mathematics programs, university professors, academic advisors and other personnel, employers and coworkers, professional organization contacts, and graduate students provided social capital related to major choice and persistence. One difference between the two groups relates to the type of social capital provided by parents and intergenerational family members. First-generation college students described their familial relationships as assets that provided robust emotional support (expressive social capital) while the students decided upon a college major and vigorous encouragement to persist once the students enrolled in undergraduate studies. Continuing-generation college students described their families as providing engineering-specific instrumental actions and information during their selection of a college major, and then familial support changing to that of an expressive nature while the students were enrolled in engineering studies. Conclusions Our findings illustrate that engineering undergraduates’ social relationships and networks are critical to their success in engineering. The relational assets first-generation college students possess support an anti-deficit framing of this group. Our work helps us understand specifically how students gain support from a variety of alters, and it provides implications for how to better support all students’ engineering educational pathways.
机译：背景技术高等教育文学与第一代大学生的赤字研究充满了新的研究。通过思考学生的嵌入资产的社会关系，我们的研究增加了一个抗赤字或基于资产的第一代学生的框架。我们的多机构研究定性地表征了学生社交网络中的各种人（改变）如何提供表现力和乐器的社会资本，帮助学生决定进入，然后坚持本科工程专业。我们的作品比较和对比第一代大学生和持续的大学生描述的社会资本资产。结果第一代大学生和持续一代大学生均描述了他们如何利用社会关系中固有的社会资本。在我们对两组的比较中，我们发现比参与者描述了社会资本的方式的差异更大。例如，网络组合物（提供资源的具体改变）对于这两个组都是相似的。两组均报告了父母，家庭成员，同行，中高中教师，与科学，技术，工程和数学方案相关的个人，大学教授，学术顾问和其他人员，雇主和工友，专业组织联系和研究生提供了与主要选择和持久性有关的社会资本。两组之间的一个差异涉及父母和代际家庭成员提供的社会资本类型。第一代大学生将他们的家庭关系描述为提供强大的情感支持（表现力的社会资本）的资产，而学生决定一旦学生参加本科学习的学生才能持续存在。持续一代大学生将家庭描述为在选择大学专业期间提供特定于工程的工具行动和信息，然后在学生们参加工程研究时改变到表达性质的家庭支持。结论我们的研究结果表明，工程大学生的社会关系和网络对他们在工程中的成功至关重要。关系资产第一代大学生拥有这一群体的反赤字框架。我们的工作有助于我们了解学生如何获得各种改变的支持，并且它为如何更好地支持所有学生的工程教育途径提供影响。

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