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Dika SL, Pando MA, Tempest B. Investigating the role of interaction, attitudes, and intentions for enrollment and persistence in engineering among underrepresented minority students. 2016;
Dika, S. L., Pando, M. A., & Tempest, B. (2016). Investigating the role of interaction, attitudes, and intentions for enrollment and persistence in engineering among underrepresented minority students. .
Dika, S L, et al. "Investigating the role of interaction, attitudes, and intentions for enrollment and persistence in engineering among underrepresented minority students." vol. (2016).
Dika SL, Pando MA, Tempest B. Investigating the role of interaction, attitudes, and intentions for enrollment and persistence in engineering among underrepresented minority students. 2016; UIID-AD: 4158.
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2016;

Investigating the role of interaction, attitudes, and intentions for enrollment and persistence in engineering among underrepresented minority students.

S L Dika, M A Pando, B Tempest

UIID-AD: 4158

Abstract

One of the most significant challenges facing engineering education in the United States is the persistent problem of inclusion and retention of certain racial and ethnic groups - particularly blacks and Latinos. This paper, part of the NSF Awardees Poster Session, presents results from a RIGEE-funded project whose aim is study how formal and informal interactions with engineering agents (professionals and faculty) influence attitudes and intentions of underrepresented minority (URM) students for enrollment and persistence in engineering. The project employs a case study approach focused on two key phases of engineering education - initial enrollment and persistence to advanced program stages - guided by a framework that incorporates social cognitive, social capital, and community cultural wealth theories. We report on the findings of four studies conducted as part of this project, which guide recommendations for further research and practice. © American Society for Engineering Education, 2016.

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