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Impact of Ethics and Social Awareness Curriculum on the Engineering Identity Formation of High School Girls

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Title: Impact of Ethics and Social Awareness Curriculum on the Engineering Identity Formation of High School Girls
Authors: Burks, Gabriel (ORCID 0000-0003-0985-0450), Clancy, Kathryn B. H., Hunter, Carla D., Amos, Jennifer R. (ORCID 0000-0002-9437-8201)
Source: Education Sciences. 2019 9.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Peer Reviewed: Y
Page Count: 18
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: STEM Education, Females, High School Students, Ethics, Identification (Psychology), Social Development, Engineering Education, Summer Programs, Language Usage, Student Attitudes, Program Effectiveness, Social Sciences, Social Responsibility
ISSN: 2227-7102
Abstract: A national need exists to effectively engage women and people categorized as minorities in science, technology, engineering, and mathematics (STEM) fields and career paths. Given the minimal existence of standards and accreditation boards for engineering design and holistic engineering practice in K-12 contexts, we must better understand how said engineering design and holistic engineering practice affects the learning and identity formation of K-12 students. Here, 50 rising 9th-12th grade girls are exposed to either a socio-ethics enhanced engineering curriculum or a standard engineering curriculum through a week-long STEM summer camp. Qualitative methods are used to conduct a thematic analysis on the engineering language used by students in each curriculum group. Significant differences in language and attitudes towards engineering and the practice of STEM subjects is observed through the incorporation of ethics and humanities into a standard model engineering curriculum. The study presented in this paper demonstrates that students have a tendency towards describing scientific ideas through abstract terms, while a group who participated in the social science integrated camp tended to describe scientific ideas using social-emotional terms. Lastly, students who participated in the camp with integrated social sciences displayed an expanded view and sense of responsibility for the society for which their science is developed to serve. These results could have implications on how STEM subjects are communicated to attract and sustain student interest.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1238164
Database: ERIC
FullText Text:
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  Data: Impact of Ethics and Social Awareness Curriculum on the Engineering Identity Formation of High School Girls
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  Data: <searchLink fieldCode="AR" term="%22Burks%2C+Gabriel%22">Burks, Gabriel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0985-0450">0000-0003-0985-0450</externalLink>)<br /><searchLink fieldCode="AR" term="%22Clancy%2C+Kathryn+B%2E+H%2E%22">Clancy, Kathryn B. H.</searchLink><br /><searchLink fieldCode="AR" term="%22Hunter%2C+Carla+D%2E%22">Hunter, Carla D.</searchLink><br /><searchLink fieldCode="AR" term="%22Amos%2C+Jennifer+R%2E%22">Amos, Jennifer R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9437-8201">0000-0002-9437-8201</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2019 9.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
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  Data: Y
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  Data: 18
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  Data: 2019
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Identification+%28Psychology%29%22">Identification (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Summer+Programs%22">Summer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Responsibility%22">Social Responsibility</searchLink>
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  Data: 2227-7102
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  Data: A national need exists to effectively engage women and people categorized as minorities in science, technology, engineering, and mathematics (STEM) fields and career paths. Given the minimal existence of standards and accreditation boards for engineering design and holistic engineering practice in K-12 contexts, we must better understand how said engineering design and holistic engineering practice affects the learning and identity formation of K-12 students. Here, 50 rising 9th-12th grade girls are exposed to either a socio-ethics enhanced engineering curriculum or a standard engineering curriculum through a week-long STEM summer camp. Qualitative methods are used to conduct a thematic analysis on the engineering language used by students in each curriculum group. Significant differences in language and attitudes towards engineering and the practice of STEM subjects is observed through the incorporation of ethics and humanities into a standard model engineering curriculum. The study presented in this paper demonstrates that students have a tendency towards describing scientific ideas through abstract terms, while a group who participated in the social science integrated camp tended to describe scientific ideas using social-emotional terms. Lastly, students who participated in the camp with integrated social sciences displayed an expanded view and sense of responsibility for the society for which their science is developed to serve. These results could have implications on how STEM subjects are communicated to attract and sustain student interest.
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  Data: 2019
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      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Ethics
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      – SubjectFull: Identification (Psychology)
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      – SubjectFull: Engineering Education
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      – SubjectFull: Language Usage
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Social Responsibility
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      – TitleFull: Impact of Ethics and Social Awareness Curriculum on the Engineering Identity Formation of High School Girls
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