The Intersection of Gender and Race: Exploring Chemical Engineering Students' Attitudes
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| Title: | The Intersection of Gender and Race: Exploring Chemical Engineering Students' Attitudes |
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| Language: | English |
| Authors: | Godwin, Allison, Verdín, Dina, Kirn, Adam, Satterfield, Derrick |
| Source: | Chemical Engineering Education. Spr 2018 52(2):89-97. |
| Availability: | Chemical Engineering Education, Chemical Engineering Division of ASEE. P.O. Box 142097, Gainesville, FL 32614. Tel: 352-392-0861; Fax: 352-392-0861; e-mail: cee@che.ufl.edu; Web site: http://journals.fcla.edu/cee/ |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2018 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1428689 1428523 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Chemical Engineering, Gender Differences, Race, Ethnicity, College Freshmen, Student Surveys, Multiple Regression Analysis, Student Motivation, Sense of Community, Professional Identity, Statistical Analysis |
| ISSN: | 0009-2479 |
| Abstract: | We surveyed 342 first-year engineering students at four U.S. institutions interested in a chemical engineering career about their feelings of belonging in engineering, motivation, and STEM identities. We compared these students by both gender and race/ethnicity on these attitudinal factors. We found several significant differences in belongingness, motivation, and physics and engineering identities for both majority and minority women from their peers. We also found significantly higher mathematics identity for majority men than their peers. Our results provide more nuanced implications for how to support diverse students in chemical engineering classrooms. |
| Abstractor: | As Provided |
| Number of References: | 63 |
| Entry Date: | 2018 |
| Access URL: | https://journals.fcla.edu/cee/article/view/105853 |
| Accession Number: | EJ1174612 |
| Database: | ERIC |
| Abstract: | We surveyed 342 first-year engineering students at four U.S. institutions interested in a chemical engineering career about their feelings of belonging in engineering, motivation, and STEM identities. We compared these students by both gender and race/ethnicity on these attitudinal factors. We found several significant differences in belongingness, motivation, and physics and engineering identities for both majority and minority women from their peers. We also found significantly higher mathematics identity for majority men than their peers. Our results provide more nuanced implications for how to support diverse students in chemical engineering classrooms. |
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| ISSN: | 0009-2479 |
