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Engineering Self-Efficacy, Interactions with Faculty, and Other Forms of Capital for Underrepresented Engineering Students.

Ieee, S L Dika, M A Pando, B Q Tempest, K A Foxx, M E Allen

UIID-AD: 3849


To address the chronic issues of underrepresentation in engineering education, a small but growing body of research has examined social and cultural explanations for engineering persistence among women, racial/ethnic minorities, first-generation college students, and other underrepresented groups. In this exploratory study, we examine the extent to which relationships with engineering faculty and other forms of engineering-related capital (e.g., aspirational, navigational) are related to engineering self-efficacy among underrepresented engineering students. The findings of the study have implications for future research and practice to increase access to engineering education and persistence of underrepresented students in engineering.

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