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首页> 外文期刊>Journal of engineering education >Broadening participation in the engineering professoriate: Influences on Allen's journey in developing professorial intentions
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Broadening participation in the engineering professoriate: Influences on Allen's journey in developing professorial intentions

机译：扩大参与工程教授：对艾伦在发展教授意图中的旅程的影响

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Background Given the significant roles that faculty play, it is important to understand how and why engineering graduate students choose faculty careers over other professional opportunities. Yet little is known about this decision-making process, particularly for students of color. Purpose This article offers a rich, empirically grounded account of the development of one graduate student's professorial intentions as a launch-point from which to explore how to broaden participation in the professoriate among underrepresented students of color in engineering. Method Narrative data were analyzed chronologically and thematically to investigate the influences that help explain Allen's professorial intentions. This study foregrounds Allen's meaning-making pertaining to how his educational experiences and various identities shaped his evolving understandings of the professoriate and of his suitability for a faculty career. Results Allen's journey describes a trajectory from disinterest to interest in the professoriate through his evolving understandings of the academy and the professoriate, the development of a faculty prototype and its role in his thinking about faculty norms and roles, and finally, envisioning himself in the professoriate. Conclusions The underrepresentation of historically marginalized individuals among engineering faculty will remain a problem until more knowledge is gained about why students choose to pursue the engineering professoriate. Future studies that follow this line of inquiry by focusing on smaller numbers of participants may similarly identify key experiences and factors that promote interest in or turn students away from faculty careers.
机译：背景技术鉴于教师扮演的重大角色，重要的是要了解工程研究生如何以及为何选择教师职业的职业机会。然而，对于这种决策过程而言，特别是对于颜色的学生而言。目的，本文提供了一个丰富的经验为基础的发展，作为一个研究生教授意图的发展，因为从中探索如何探索工程中的多种多套颜色的特殊学生教授。方法叙述数据是按时间顺序分析的，并主题地分析，以研究有助于解释艾伦教授意图的影响。这项研究前景艾伦的意义与他的教育经验和各种身份如何形成了他对教师的不断发展的理解，以及他对教师职业的适用性。结果Allen的旅程通过他在学院的不断发展，教师的发展，教师原型的发展及其在思考教师规范和角色的角色，终于在教科书内的思考。结论工程学院之间历史上边缘化个人的不足将仍然存在问题，直到学生选择更多知识，为什么学生选择追求工程教授。通过专注于较少数量的参与者来遵循这一询问行的未来研究可能会类似地确定促进兴趣或转向从教师职业生涯的关键经验和因素。

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