Outcome Expectations and Environmental Factors Associated with Engineering College-Going: A Case Study
| dc.contributor.author | Matusovich, Holly M. | en |
| dc.contributor.author | Gillen, Andrew L. | en |
| dc.contributor.author | Carrico, Cheryl | en |
| dc.contributor.author | Knight, David B. | en |
| dc.contributor.author | Grohs, Jacob R. | en |
| dc.contributor.department | Engineering Education | en |
| dc.date.accessioned | 2020-08-12T13:09:40Z | en |
| dc.date.available | 2020-08-12T13:09:40Z | en |
| dc.date.issued | 2020 | en |
| dc.description.abstract | Family, school, and community contexts each link to secondary school enrollment, yet these factors have been comparatively examined only in limited ways. A holistic examination of contextual factors will be particularly important for engineering where college enrollment patterns vary by demographics. To begin explaining patterns of engineering college-going at different high schools across the Commonwealth of Virginia, we answered the following research questions: Within a single school system and from a socializer’s perspective, what outcome expectations and environmental factors influence students’ engineering-related postsecondary educational plans? How are these factors the same and different between high schools within a school district? Using a single-case-study approach and in-depth interviews with socializers (teachers, administrators, and counselors), we examined similarities and differences in outcome expectations and environmental factors at three high schools within a single school district. By integrating the results regarding outcome expectations and environmental factors, three important findings emerged: (1) relationships between outcome expectations and environmental factors vary across schools within the same system, (2) proximity to a postsecondary institution is not just about physical distance, and (3) messaging regarding career pathways matters. Each of these has practical implications but can also set the foundation for future research. | en |
| dc.description.sponsorship | This research is funded by the National Science Foundation (NSF)as a research grant(NSF-EEC-1647928) and does not necessarily reflect the views of the National Science Foundation. | en |
| dc.identifier.doi | https://doi.org/10.7771/2157-9288.1236 | en |
| dc.identifier.issue | 1 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/99695 | en |
| dc.identifier.volume | 10 | en |
| dc.language.iso | en_US | en |
| dc.publisher | Purdue e-Pubs | en |
| dc.rights | Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | en |
| dc.subject | engineering | en |
| dc.subject | Social Cognitive Career Theory (SCCT) | en |
| dc.subject | socializers | en |
| dc.subject | secondary school | en |
| dc.subject | qualitative | en |
| dc.title | Outcome Expectations and Environmental Factors Associated with Engineering College-Going: A Case Study | en |
| dc.title.serial | Journal of Pre-College Engineering Education Research (J-PEER) | en |
| dc.type | Article - Refereed | en |