Persistence is a major issue facing students, particularly those who are both female and from underrepresented ethnic minorities (URM). A closer look at the variables affecting their commitment and capacity for continuing the pursuit of their goal allows us to better design support systems that bolster persistence. This study tests a structural equation model (SEM) for students using a career‐forward laboratory chemistry curriculum based upon the Mediation Model of Research Experience (MMRE) that explains the relationships among self‐efficacy, identity as an engineer, and commitment to an engineering career. Data were collected from 426 undergraduate engineering majors at the end of the semester using a previously constructed survey for three semesters of general chemistry laboratory for engineering majors. The research question was addressed using bivariate correlations and a series of SEMs where multigroup analyses were conducted separately for non‐URM and URM participants. Bivariate correlations show significant positive associations between all four variables for the entire group of students. However, when disaggregated, the only significant association for URM participants (
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Abstract n = 109) was between identity as an engineer and commitment to an engineering career. Notably, teamwork self‐efficacy was a negative predictor of commitment to an engineering career for URM participants. Beta‐coefficients from the SEM show that identity and engineering self‐efficacy are the variables most predictive of commitment, with identity being nearly twice as predictive for URM students. This study adds support for professional identity as a key predictive variable for career commitment for URM participants and indicates that a laboratory curriculum that emphasizes applied professional practice can support persistence. Considering the degree to which teamwork is emphasized generally, additional studies are needed to better understand the implications for URM students. Particularly in applications that emphasize long‐term outcomes. -
Abstract Our career-forward approach to general chemistry laboratory for engineers involves the use of design challenges (DCs), an innovation that employs authentic professional context and practice to transform traditional tasks into developmentally appropriate career experiences. These challenges are scaled-down engineering problems related to the US National Academy of Engineering’s Grand Challenges that engage students in collaborative problem solving via the modeling process. With task features aligned with professional engineering practice, DCs are hypothesized to support student motivation for the task as well as for the profession. As an evaluation of our curriculum design process, we use expectancy–value theory to test our hypotheses by investigating the association between students’ task value beliefs and self-confidence with their user experience, gender and URM status. Using stepwise multiple regression analysis, the results reveal that students find value in completing a DC (F(5,2430) = 534.96,
p < .001) and are self-confident (F(8,2427) = 154.86,p < .001) when they feel like an engineer, are satisfied, perceive collaboration, are provided help from a teaching assistant, and the tasks are not too difficult. We highlight that although female and URM students felt less self-confidence in completing a DC, these feelings were moderated by their perceptions of feeling like an engineer and collaboration in the learning process (F(10,2425) = 127.06,p < .001). When female students felt like they were engineers (gender x feel like an engineer), their self-confidence increased (β = .288) and when URM students perceived tasks as collaborative (URM status x collaboration), their self-confidence increased (β = .302). Given the lack of representation for certain groups in engineering, this study suggests that providing an opportunity for collaboration and promoting a sense of professional identity afford a more inclusive learning experience.