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Structural diversity is defined as the numerical representation of diverse racial/ethnic student groups on campus as one way of exposing students to diversity in higher education. The current study implemented the concept of structural diversity on faculty in higher education, given the significant and unique roles in STEM education. We integrated the proportion of URM faculty within the College of Engineering as a moderating variable in the social cognitive career theory (SCCT) model. With a sample of 254 diverse engineering students from six universities, the results indicated that both perceived engineering barriers and perceived engineering supports significantly related to perceived self-efficacy even after controlling for the effects of the other. Perceived engineering supports mediated the effects of engineering barriers on self-efficacy. Moreover, a moderated mediation effect by the proportion of URM faculty was observed, showing that when the proportion of URM faculty reached a certain level, high levels of perceived engineering barriers had no effect on increasing perceived engineering supports. Implications for fostering career development in engineering with a systematic-tailored approach are discussed.
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Influence of Students’ Perceived Value of Diversity in Engineering on Intentions to Persist
Recruiting and retaining a diverse and skilled labor force in the science, technology, engineering, and mathematics (STEM) fields is a national concern [1]; the economic prosperity and global competitiveness of the U.S. hinges greatly on these enterprises—especially engineering . Many engineering occupations require post-secondary education, and unfortunately, attrition from engineering degree programs continues to plague students . Understanding why students engage and persist in engineering is increasingly studied under the social cognitive career theory (SCCT). The current study tests an elaborated SCCT model to advance our knowledge of the psychosocial factors that influence engineering students' intentions to persist among a sample of undergraduates primarily in their first year. The current study extends the SCCT literature by examining the extent to which anticipated physical-outcomes associated with valuing diversity in engineering moderated the indirect effect of outcome expectations on students’ intentions to persist theorized in the SCCT. The emergence of this conditional indirect effect has practical implications for engineering education and the application of the SCCT model more broadly.
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- Award ID(s):
- 2033129
- PAR ID:
- 10336382
- Date Published:
- Journal Name:
- American Society for Engineering Education Conference Proceedings
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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