What is the relationship between mindset and engineering identity for first year male and female students? : an exploratory longitudinal study
Undergraduate students who leave engineering are most likely to do so during the first two years of coursework (Litzer & Young, 2012). During these first two years, students often encounter difficult coursework that may be not be overtly related to engineering (e.g., advanced calculus, physics; Suresh, 2006) while simultaneously developing their initial engineering identities. Students possessing a fixed mindset (e.g., intelligence based on genetics) versus a growth mindset (e.g., intelligence based on effort and hard work) are more likely to disengage when confronted with highly challenging ...
(For more, see "View full record.")
Henderson, Heather Lysbeth; Rambo-Hernandez, Karen E.; Paguyo, Christina H.; Aterdero, Rebecca A.
Showing items related by title, author, creator and subject.
Creating inclusive environments in first-year engineering classes to support student retention and learning : paper Contributor:Paguyo, Christina H.; Atedero, Rebecca A.; Rambo-Hernandez, Karen E.; Francis, Jennifer
Date:2015A new NSF-funded experimental study seeks to incorporate innovative curriculum activities that cultivate inclusive engineering identities and demonstrate how the engineering profession benefits from diversity. We intend ...
Contributor:Atadero, Rebecca A.; Paguyo, Christina H.; Rambo-Hernandez, Karen E.; Henderson, Heather Lysbeth
Date:2016In order to cultivate a diverse and inclusive engineering student population, engineering programs must purposefully teach engineering students to identify as engineers, appreciate diversity, and work in inclusive environments. ...
Contributor:Rebecca, Atedero A.
Date:2016There is a historic and persistent underrepresentation of women and people of color in engineering. Attempts to encourage broader participation in engineering degree programs focused on the underrepresented populations ...