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Title: (Un)equal demands and opportunities: Conceptualizing student navigation in undergraduate engineering programs
Abstract BackgroundIt is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students. PurposeThe purpose of this article is to propose a conceptual model of student navigation in the context of undergraduate engineering programs. Our goal is to illustrate how localized, structural features unjustly shape the demands and opportunities encountered by students and influence how they respond. Scope/MethodWe developed our model using an iterative, four‐stage process. This process included (1)clarifyingthe purpose of the development process; (2)identifyingconcepts and insights from prior research; (3)synthesizingthe concepts and insights into propositions; and (4)visualizingthe suspected relationships between the salient constructs in the propositions. ResultsOur model focuses on the dynamic interactions between the characteristics of students, the embedded contexts in which they are situated, and the support infrastructure of their learning environment. ConclusionThe resulting model illustrates the influence of structural features on how students a) respond to demands and opportunities and b) navigate obstacles present in the learning environment. Although its focus is on marginalized students in undergraduate engineering programs, the model may be applicable to STEM higher education more broadly.  more » « less
Award ID(s):
1943811
PAR ID:
10493894
Author(s) / Creator(s):
; ; ;
Publisher / Repository:
Wiley
Date Published:
Journal Name:
Journal of Engineering Education
Volume:
112
Issue:
4
ISSN:
1069-4730
Page Range / eLocation ID:
890 to 917
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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