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  • Impact of a Femalized Architecture, Engineering, and Construction Kinesthetic Learning Model on the AEC Career Knowledge, Self-efficacy, and Outcome Expectations of African American Middle School Girls
Title: Impact of a Femalized Architecture, Engineering, and Construction Kinesthetic Learning Model on the AEC Career Knowledge, Self-efficacy, and Outcome Expectations of African American Middle School Girls
Engaging African American middle school girls in out-of-school-time (OST) Architecture, Engineering, and Construction (AEC) programs can significantly boost their knowledge and awareness of these traditionally male-dominated fields. This study adopts Lent’s Social Cognitive Career Theory (SCCT) and Bandura’s self-efficacy theory to assess the impact of a femalized AEC kinesthetic learning model (fAEC-KLM) on the AEC career knowledge, selfefficacy, and outcome expectations (KSO) of African American middle school girls. Fourteen (14) African American middle school girls from Guilford County, NC, participated in pre- and post-intervention interviews, evaluating how the fAEC-KLM model influenced their AEC career knowledge, self-efficacy, and outcome expectations. Inductive thematic analysis of transcribed interviews using NVIVO qualitative software revealed key components of the fAEC-KLM that impacted KSO. Components such as lectures, peer interactions, and kinesthetic/experiential learning interacted with participants’ learning experiences (prior OST educational programs, familial social support, deficient/adequate mathematical pedagogy, and pre-collegiate engineering education). These factors collectively enhanced participants’ AEC career knowledge, bolstered their self-efficacy, and shaped their outcome expectations. The findings highlight the efficacy of targeted AEC activities within the fAEC-KLM in boosting career knowledge, selfefficacy, and outcome expectations, offering critical insights for developing OST programs that encourage African American middle school girls to pursue careers in AEC fields. These results emphasize the need for such initiatives to reduce the gender gap in STEM and AEC professions, contributing to broader efforts to diversify these vital sectors.  more » « less
Award ID(s):
1845979
PAR ID:
10609963
Author(s) / Creator(s):
;
Editor(s):
Bandyopadhyay, A; Anderson, E
Publisher / Repository:
ASEE Conferences
Date Published:
Subject(s) / Keyword(s):
Architecture Engineering Construction middle-school girls African-American career
Format(s):
Medium: X
Location:
Farmingdale State College, NY, New York
Sponsoring Org:
National Science Foundation
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