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Promoting Student Support in an Online Fundamental of Electronics Course
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Emberley, Amanda C.; Douglas, Kerrie A.; Martin, Julie P.; Short, Taylor; Alexander Soto-Perez, Rene – IEEE Transactions on Education, 2022
Contribution: This article discusses instructor decisions that support social capital development in an online, asynchronous, team-based introduction to electrical engineering course. Background: Online learning is changing how instructors and students interact with each other and course materials. There is a need to understand how to support…
Descriptors: Electronic Learning, Online Courses, Social Capital, Engineering Education
Understanding First-Generation Undergraduate Engineering Students' Entry and Persistence through Social Capital Theory
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Martin, Julie P.; Stefl, Shannon K.; Cain, Lindsey W.; Pfirman, Aubrie L. – International Journal of STEM Education, 2020
Background: The higher education literature is replete with deficit-based studies of first-generation college students. By thinking of students' social relationships as embedded assets, our research adds to an anti-deficit, or asset-based, framing of first-generation students majoring in engineering. Our multi-institution study qualitatively…
Descriptors: First Generation College Students, Engineering Education, Academic Persistence, Social Capital
How Stereotypes and Relationships Influence Women and Underrepresented Minority Students' Fit in Engineering
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Campbell-Montalvo, Rebecca; Kersaint, Gladis; Smith, Chrystal A. S.; Puccia, Ellen; Skvoretz, John; Wao, Hesborn; Martin, Julie P.; MacDonald, George; Lee, Reginald – Journal of Research in Science Teaching, 2022
Women and underrepresented minority (URM) undergraduates declare and complete science, technology, engineering, and mathematics majors at different rates in comparison to majority groups. Explanations of these differences have long been deficit oriented, focusing on aptitude or similar characteristics, but more recent work focuses on institutional…
Descriptors: Sex Stereotypes, Interpersonal Relationship, Females, Minority Group Students
The Influence of Expressive and Instrumental Social Capital from Parents on Women and Underrepresented Minority Students' Declaration and Persistence in Engineering Majors
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Puccia, Ellen; Martin, Julie P.; Smith, Chrystal A. S.; Kersaint, Gladis; Campbell-Montalvo, Rebecca; Wao, Hesborn; Lee, Reginald; Skvoretz, John; MacDonald, George – International Journal of STEM Education, 2021
Background: Social capital, defined as the people one knows and the resources available through that network of people, has been a key variable in research examining the participation of women and underrepresented minority students in science, technology, engineering, and mathematics (STEM). This study focuses on two types of social capital:…
Descriptors: Social Capital, Parent Background, Females, Minority Group Students
Examining How Social Networks Influence Women and Under-Represented Minority Students' Pursuit of Engineering in University: When, Who, and How?
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Wao, Hesborn; Kersaint, Gladis; Smith, Chrystal A. S.; Campbell-Montalvo, Rebecca; Puccia, Ellen; Skvoretz, John; Martin, Julie P.; Lee, Reginald; MacDonald, George – International Journal of STEM Education, 2023
Background: Women and under-represented minority (URM) students continue to be under-represented in STEM and earn the lowest proportion of undergraduate engineering degrees. We employed a mixed methods research approach grounded in social capital theory to investigate "when" they first consider pursuing engineering as a college degree…
Descriptors: Females, Minority Group Students, Disproportionate Representation, Engineering Education
Pursuing an Engineering Major: Social Capital of Women and Underrepresented Minorities
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Skvoretz, John; Kersaint, Gladis; Campbell-Montalvo, Rebecca; Ware, Jonathan D.; Smith, Chrystal A. S.; Puccia, Ellen; Martin, Julie P.; Lee, Reginald; MacDonald, George; Wao, Hesborn – Studies in Higher Education, 2020
As part of a longitudinal research effort that examines the influence of social capital on differential persistence and retention among undergraduate engineering majors, this study examines how engineering degree-related social capital differs for first-year engineering students by gender and ethno-racial groups. Social capital is operationalized…
Descriptors: Engineering Education, Females, Social Capital, Academic Persistence
Bridge to Persistence: Interactions with Educators as Social Capital for Latina/o Engineering Majors
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Dika, Sandra L.; Martin, Julie P. – Journal of Hispanic Higher Education, 2018
This study employs the notion of bridging social capital to investigate the extent to which different forms and quantity of interactions with educators predict intentions to persist in engineering among a sample of Latina/o engineering majors from five public 4-year institutions in the United States. Different forms of capital were effective for…
Descriptors: Social Capital, Predictor Variables, Academic Persistence, Engineering Education