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Ieee, Dika SL, Pando MA, et al. Engineering Self-Efficacy, Interactions with Faculty, and Other Forms of Capital for Underrepresented Engineering Students. 2015;613-618
Ieee, Dika, S. L., Pando, M. A., Tempest, B. Q., Foxx, K. A., & Allen, M. E. (2015). Engineering Self-Efficacy, Interactions with Faculty, and Other Forms of Capital for Underrepresented Engineering Students. 613-618.
Ieee, et al. "Engineering Self-Efficacy, Interactions with Faculty, and Other Forms of Capital for Underrepresented Engineering Students." vol. (2015): 613-618.
Ieee, Dika SL, Pando MA, Tempest BQ, Foxx KA, Allen ME. Engineering Self-Efficacy, Interactions with Faculty, and Other Forms of Capital for Underrepresented Engineering Students. 2015;613-618. UIID-AD: 3849.
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2015;613-618.

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

Abstract

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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