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Abstract BackgroundDetermining the root causes of persistent underrepresentation of different subpopulations in engineering remains a continued challenge. Because place‐based variation of resource distribution is not random and because school and community contexts influence high school outcomes, considering variation across those contexts should be paramount in broadening participation research. Purpose/HypothesisThis study takes a macroscopic systems view of engineering enrollments to understand variation across one state's public high school rates of engineering matriculation. Design/MethodThis study uses a dataset from the Virginia Longitudinal Data System that includes all students who completed high school from a Virginia public school from 2007 to 2014 (N= 685,429). We explore geographic variation in four‐year undergraduate engineering enrollment as a function of gender, race/ethnicity, and economically disadvantaged status. Additionally, we investigate the relationship between characteristics of the high school and community contexts and undergraduate engineering enrollment across Virginia's high schools using regression analysis. ResultsOur findings illuminate inequality in enrollment in engineering programs at four‐year institutions across high schools by gender, race, and socioeconomic status (and the intersections among those demographics). Different high schools have different engineering enrollment rates among students who attend four‐year postsecondary institutions. We show strong associations between high schools' engineering enrollment rates and four‐year institution enrollment rates as well as moderate associations for high schools' community socioeconomic status. ConclusionsStrong systemic forces need to be overcome to broaden participation in engineering. We demonstrate the insights that state longitudinal data systems can illuminate in engineering education research.
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Development of a Scale to Measure Planned Behavior in Inclusive Science Communication: Validity Evidence in Undergraduate STEM Students
This paper presents the development of and validity evidence for a multifactorial survey scale based on the Theory of Planned Behavior to measure STEM students' attitudes/norms, self-efficacy, behaviors, and behavioral intents in inclusive science communication.
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- Award ID(s):
- 2225095
- PAR ID:
- 10552611
- Editor(s):
- Gin, Logan
- Publisher / Repository:
- ASCB
- Date Published:
- Journal Name:
- CBE—Life Sciences Education
- Volume:
- 23
- Issue:
- 4
- ISSN:
- 1931-7913
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1187/cbe.24-01-0012
