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首页> 外文期刊>Journal of women and minorities in science and engineering >EXPLORING THE MODERATING EFFECTS OF RACE AND ETHNICITY ON THE RELATIONSHIP BETWEEN CURRICULAR AND CLASSROOM EXPERIENCES AND LEARNING OUTCOMES IN ENGINEERING
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EXPLORING THE MODERATING EFFECTS OF RACE AND ETHNICITY ON THE RELATIONSHIP BETWEEN CURRICULAR AND CLASSROOM EXPERIENCES AND LEARNING OUTCOMES IN ENGINEERING

机译：探索种族和民族对课程和课堂体验与工程学习成果之间关系的建模效果

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摘要

Increasing racial/ethnic minority students' success is a challenge for engineering undergraduate education. While studies have focused on students' access, persistence, and degree completion by disaggregating student race/ethnicity, relatively little research has been conducted on the differential relationship between student experiences and learning outcomes across racial groups. Based on Terenzini and Reason's college impact framework (2005, 2011), this study examined how students' race/ethnicity moderates the relationship between student experiences and learning outcomes. This study used student survey data from a nationally representative sample of 120 U.S. engineering programs from 31 four-year institutions and adopted blocked linear regression procedures with interaction effects between students' race/ethnicity and their curricular and classroom experiences on learning outcomes. The results indicated that students' experiences positively related with Asians' and Blacks' learning outcomes relative to Whites' learning on different curricular topics (e.g., core-engineering thinking) that their programs emphasized. While students' experiences on their instructors' student-centered teaching methods had positive and stronger relationships with learning for Asians than for Whites, group learning experiences had a positive relationship with learning for Blacks relative to Whites. These results suggest that more research investigating the relationship between student experiences and learning outcomes across subpopulations of students should be conducted because the same relationships do not appear to hold across racial/ethnic groups within engineering.
机译：提高种族/少数民族学生的成功率是工程学本科教育的一个挑战。虽然研究通过分解学生的种族/民族来关注学生的获得，持久性和学位完成程度，但针对跨种族群体的学生体验与学习成果之间的差异关系进行的研究相对较少。基于Terenzini和Reason的大学影响力框架（2005年，2011年），本研究检查了学生的种族/民族如何调节学生体验与学习成果之间的关系。这项研究使用了来自31个四年制机构的120个美国工程项目的全国代表性样本的学生调查数据，并采用了封闭的线性回归程序，对学生的种族/民族与他们的课程和课堂经验之间的相互作用产生了学习影响。结果表明，相对于白人在课程中强调的不同课程主题（例如核心工程思维）的学习，学生的经历与亚洲人和黑人的学习成果呈正相关。尽管学生对他们的讲师以学生为中心的教学方法的经验与亚洲人相比，与白人的学习有着积极和牢固的关系，但相对于白人，群体学习经验与黑人的学习却有着积极的关系。这些结果表明，应进行更多的研究，以研究学生亚人群中学生体验与学习成果之间的关系，因为工程学中种族/族裔群体之间似乎没有相同的关系。

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