How Do Latinx Dual Credit Earners Describe Their Sense of Belonging in Engineering Programs?

Autor/inn/en	Allen, Taryn Ozuna; Thompson, Melissa Laird; Collins, Shalun
Titel	How Do Latinx Dual Credit Earners Describe Their Sense of Belonging in Engineering Programs?
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2022) 1, S.3-19 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Taryn Ozuna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025119898153
Schlagwörter	Hispanic American Students; Sense of Community; Engineering Education; Student Attitudes; Dual Enrollment; College Students; Academic Advising; Teacher Student Relationship; Peer Relationship; Student Organizations; Class Size; Barriers; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Ingenieurausbildung; Schülerverhalten; Doppelstudium; Collegestudent; Akademischer Rat; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Klassengröße
Abstract	This study examined how 10 Latinx students perceived their sense of belonging in engineering programs. Drawing upon Strayhorn's definition of sense of belonging, we sought to understand the experiences and individuals that facilitated Latinx students' connections to their engineering programs and to the larger campus community at a 4-year university in Texas. The findings from this study indicate interactions with faculty members, academic advisors, and peers through student organizations facilitated a strong sense of belonging. However, the size and rigor of classes, distance to campus, outside responsibilities, and feeling like an outsider created challenges to students' sense of belonging at the university. Recommendations for practice and future research are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01