As our nation’s need for engineering professionals grows, a sharp rise in P-12 engineering education programs and related research has taken place (Brophy, Klein, Portsmore, & Rogers, 2008; Purzer, Strobel, & Cardella, 2014). The associated research has focused primarily on students’ perceptions and motivations, teachers’ beliefs and knowledge, and curricula and program success. The existing research has expanded our understanding of new K-12 engineering curriculum development and teacher professional development efforts, but empirical data remain scarce on how racial and ethnic diversity of student population influences teaching methods, course content, and overall teachers’ experiences. In particular, Hynes et al. (2017) note in their systematic review of P-12 research that little attention has been paid to teachers’ experiences with respect to racially and ethnically diverse engineering classrooms. The growing attention and resources being committed to diversity and inclusion issues (Lichtenstein, Chen, Smith, & Maldonado, 2014; McKenna, Dalal, Anderson, & Ta, 2018; NRC, 2009) underscore the importance of understanding teachers’ experiences with complementary research-based recommendations for how to implement engineering curricula in racially diverse schools to engage all students. Our work examines the experiences of three high school teachers as they teach an introductory engineering course in geographically and distinctly different raciallymore »
Exploring how engineering faculty, graduates, and undergraduates evaluate hidden curriculum via emotions and self-efficacy
Hidden curriculum (HC) consist of the particular assumptions that are held by individuals about schooling that are manifested in practice (Smith, 2014). These assumptions can be recognized through socio cultural interactions, experiences with their physical surroundings, or exposure to virtual environments (The Glossary of Education Reform, 2017; Killick , 2016; Margolis, 2001; Smith, 2014). HC has been explored widely in fields such as education, psychology, business, and medicine (Baird, Bracken, & Grierson, 2016; Borges, Ferreira, Borges de Oliveria , Macini , Caldana , 2017; Cotton, Winter, & Bailey, 2013; Joughin , 2010; Margolis, 2001; Rabah , 2012; Smith, 2014) but is relatively unaddressed in engineering (Erickson, 2007; Villanueva et al., 2018) and more specifically neither the positive or negative implications of HC in engineering have been explored. This study sought to use a mixed method approach to understand the mechanisms behind HC recognition (via emotions and self efficacy) for engineering students and faculty nationwide.
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- Northern Rocky Mountain Educational Research Association
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- National Science Foundation
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