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首页> 外文期刊>Journal of engineering education >Community cultural wealth in science, technology, engineering, and mathematics education: A systematic review
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Community cultural wealth in science, technology, engineering, and mathematics education: A systematic review

机译：科学，技术，工程和数学教育中的社区文化财富：系统审查

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Abstract Background One emerging approach to diversity and inclusion in engineering is to take an assets‐based view of what students from nondominant communities bring to their education and work experiences. Purpose/Hypothesis The purpose of this review is to understand how community cultural wealth (CCW), an assets‐based framework, has been applied in science, technology, engineering, and mathematics (STEM) education research. We address research questions focused on (a) the characteristics of studies using CCW in STEM education, (b) examples of the six types of capital (aspirational, linguistic, familial, navigational, social, and resistant) in STEM educational settings, and (c) gaps and opportunities in how CCW is being applied in STEM education. Design/Method We identified 33 dissertations, theses, journal articles, and conference papers using systematic review procedures. To qualify, each study must present empirical data and include at least one type of CCW capital in its results or discussion. We coded study characteristics, such as methods, participant populations, and research setting. We qualitatively analyzed each of the six types of CCW capital. Results Studies tended to focus on higher education settings, engineering, and qualitative methods, particularly student interviews. We identified several specific engineering‐relevant examples of assets for each type of capital. Future work should collect data from faculty, staff, and family members identified in several studies as important to CCW in addition to foregrounding student voices. Conclusions In synthesizing existing studies, this review provides insight into how an assets‐based framework is being interpreted and provides a foundation for more assets‐based perspectives in future engineering education work.
机译：摘要背景，一种新兴的多样性和纳入工程的方法是采取基于资产的资产，这些资产是非ominant社区的学生带来教育和工作经验的看法。目的/假设本综述的目的是了解社区文化财富（CCW）是如何应用于科学，技术，工程和数学（Stem）教育研究的基于资产的框架。我们解决了研究问题，专注于（a）在茎教育中使用CCW的研究特征，（b）词干教育环境中的六种资本（抱负，语言，家族，导航，社会和抵抗力）的例子，（ c）CCW如何在茎教育中应用的差距和机遇。设计/方法我们通过系统审查程序确定了33个论文，论文，期刊文章和会议论文。为了有资格，每项研究必须呈现经验数据，并在其结果或讨论中包括至少一种类型的CCW资本。我们编写了研究特征，例如方法，参与人口和研究环境。我们定性地分析了六种类型的CCW资本中的每一个。结果研究趋于关注高等教育环境，工程和定性方法，特别是学生访谈。我们确定了各种资本资产的若干特定工程相关例子。除了前景学生声音之外，未来的工作应收集在几项研究中为CCW重要的教师，员工和家庭成员的数据。结论在综合现有研究方面，该综述提供了对如何解释资产的框架如何解释并为未来工程教育工作中的更多资产的视角提供基础的洞察力。

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