Literaturnachweis - Detailanzeige
Autor/inn/en | Mein, Erika; Esquinca, Alberto; Monarrez, Angelica; Saldaña, Claudia |
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Titel | Building a Pathway to Engineering: The Influence of Family and Teachers among Mexican-Origin Undergraduate Engineering Students |
Quelle | In: Journal of Hispanic Higher Education, 19 (2020) 1, S.37-51 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1538-1927 |
DOI | 10.1177/1538192718772082 |
Schlagwörter | Undergraduate Students; Mexican Americans; Engineering Education; Occupational Aspiration; Sociocultural Patterns; Student Recruitment; Ethnography; Student Attitudes; Decision Making; Family Role; Teacher Student Relationship; Discourse Analysis; Self Concept; Program Descriptions; Leadership Training; College Students; Spanish; English (Second Language); Language Usage; Student Characteristics Hispanoamerikaner; Ingenieurausbildung; Berufsneigung; Berufsziel; Soziokulturelle Theorie; Ethnografie; Schülerverhalten; Decision-making; Entscheidungsfindung; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Selbstkonzept; Führungslehre; Collegestudent; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch |
Abstract | This study draws on sociocultural perspectives of identity to understand the ways in which Mexican-origin undergraduate students are recruited into the "figured world" of engineering. The analysis of in-depth, ethnographically situated interviews with 14 participants revealed three sets of recurrent discourses in students' accounts of their pathways to engineering: discourses about the family and the "choice" to study engineering, discourses about childhood activities tied to engineering aspirations, and discourses about teacher support to become an engineer. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2021/2/06 |