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首页> 外文期刊>Journal of Management in Engineering >Visual Ethnographic Evaluation of Construction Programs at Public Universities: Who is Valued in Construction Education?
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Visual Ethnographic Evaluation of Construction Programs at Public Universities: Who is Valued in Construction Education?

机译：公共大学建筑计划的视觉民族造影评价：谁在建设教育中估值？

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摘要

The US construction management profession has failed to recruit and retain women and underrepresented racial-ethnic minorities (URMs) in the workforce, despite growing industry demand for college-educated graduates due to skilled-labor shortages. Women and URM students in four-year construction education programs are more likely to change majors or drop out when they are unable to develop a sense of belonging in their degree program, exacerbating the lack of diversity and labor shortages in the construction industry. Students' physical learning environment on campus can convey nonverbal messages regarding belonging, and can therefore influence student retention and persistence. This study systematically evaluated 140 physical artifacts (art, signs, photographs, etc.) on display in three construction education programs at US land-grant universities. Utilizing an existing visual anthropological taxonomy designed to interpret equity messages communicated by artifacts, researchers explored nonverbal messages relating to the question of who is valued and who belongs' in construction education. White men were regularly named and represented in positions of power and leadership in the evaluated artifacts. In contrast, women and URMs were typically underrepresented and unnamed, with people of color overly portrayed in construction manual labor roles. Results suggest that construction education programs can foster more inclusive student learning environments by diversifying and updating physical artifacts on display within department public spaces and classrooms. (C) 2021 American Society of Civil Engineers.
机译：尽管由于熟练劳动的短缺，但由于熟练劳动短缺，仍未在劳动力中招募和留住妇女和持续的种族少数群体（URMS）的妇女和代表性的种族少数群体（URM）。妇女和urm学生在四年建设教育方案中更有可能在他们无法在学位计划中培养归属感时更加容易改变专业或辍学，加剧了建筑业缺乏多样性和劳动力短缺。学生在校园的物理学习环境可以传达关于归属的非语言信息，因此可以影响学生保留和持久性。本研究系统地评估了美国土地授予大学的三个建设教育计划中的140个物理伪影（艺术，迹象，照片等）。利用现有的视觉人类学分类学旨在解释由工件传播的股权信息，研究人员探讨了与谁有价值的问题有关的非语言信息，谁属于建筑教育。白人经常被命名并在评估的伪影中以权力和领导地位代表。相比之下，妇女和URM通常经过代表性和未命名，色彩的人们在建设人工劳动力作用中被描绘出来。结果表明，施工教育计划可以通过在部门公共空间和教室内的显示器上进行多样化和更新物理文物来培养更多包容性学习环境。 （c）2021年美国土木工程师协会。

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  • 来源
    《Journal of Management in Engineering》 |2021年第4期|04021025.1-04021025.12|共12页
  • 作者

    Burgoon Jared; Arneson Erin; Elliott Jonathan W.; Valdes-Vasquez Rodolfo;

  • 作者单位

    Colorado State Univ Dept Construct Management Ft Collins CO 80523 USA;

    Colorado State Univ Dept Construct Management Ft Collins CO 80523 USA;

    Colorado State Univ Dept Construct Management Ft Collins CO 80523 USA;

    Colorado State Univ Dept Construct Management Ft Collins CO 80523 USA;

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  • 正文语种 eng
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