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首页> 外文期刊>Journal of women and minorities in science and engineering >RETHINKING RACE IN STUDENT-FACULTY INTERACTIONS AND MENTORING RELATIONSHIPS WITH UNDERGRADUATE AFRICAN AMERICAN ENGINEERING AND COMPUTER SCIENCE MAJORS
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RETHINKING RACE IN STUDENT-FACULTY INTERACTIONS AND MENTORING RELATIONSHIPS WITH UNDERGRADUATE AFRICAN AMERICAN ENGINEERING AND COMPUTER SCIENCE MAJORS

机译：重新审视学生与人之间的互动，并指导与本科以下的非洲美国工程学和计算机科学专业的关系

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摘要

The purpose of this article is to explore the role of race in the interactions of undergraduate African American engineering and computer science majors with faculty members from a variety of racial backgrounds. Through an embedded multiple-case-study design, 37 African American college students were interviewed at two predominantly white public research universities. A pattern matching analytical technique led to three key findings: expectations of same-race faculty members, negative interactions with white faculty members, and race is not a barrier for faculty-student interactions outside the classroom. Findings suggest students desire more interactions with same-race faculty members in engineering and computer science. A small, but important faction of participants described negative interactions with a white faculty member and the serious potential impact of this experience. In the absence of a critical mass of African American faculty, a number of participants described positive interactions with faculty from similar and different racial backgrounds. African American, white, and Asian faculty members were identified as initiating contact with study participants and demonstrated a student-centered focus on the academic success of participants and their overall well-being. This paper concludes with a discussion and implications for policy, practice, and future research.
机译：本文的目的是探讨种族在非洲裔美国工程学和计算机科学专业本科生与来自不同种族背景的教职员工之间的相互作用中的作用。通过嵌入式多案例研究设计，在两所主要是白人公立研究型大学中采访了37名非洲裔美国大学生。一种模式匹配的分析技术得出了三个关键发现：同种族教职员工的期望，与白人教职员工的负面互动以及种族，这些都不是课堂外教师​​与学生互动的障碍。研究结果表明，学生希望与工程学和计算机科学领域的同系教职员工进行更多互动。一小部分但重要的参与者描述了与一位白人教师的负面互动以及这种经历的严重潜在影响。在没有足够数量的非裔美国教师的情况下，许多参与者描述了与来自相似和不同种族背景的教师的积极互动。非裔美国人，白人和亚洲的教职员工被确定为与研究参与者建立联系的开始，并表现出以学生为中心的重点，即参与者的学术成就及其整体幸福感。本文以讨论，对政策，实践和未来研究的启示作为结尾。

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