Journal article
Catalysts and Barriers Faced by Native American Engineering Undergraduate Students in Arizona
Journal of civil engineering education, v 147(2), 04020017
01 Apr 2021
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Engineering schools have been unable to recruit and retain Native American students at the same rate as other students. Consequently, the Native American representation in engineering has been declining over the years in Arizona, even though the state ranks third in the number of degrees earned in the US by Native Americans. To understand the barriers and catalysts faced by Native American students in engineering, the authors interviewed 29 undergraduate Native American students from various engineering majors at three Arizona universities. The results were compared to factors identified by the Millennium Falcon Persistence Model. Family support and institutional support were mentioned by the students as catalysts to success in higher education, whereas themes related to tribal community support were brought up as bathers. Specifically, the students expressed concerns with the perceived lack of engineering jobs on the reservations and the negative environmental impact of the engineering industry. The authors discussed the implications of such findings to engineering schools and the role of the university in supporting Native American students' desire to give back to their communities.
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Details
- Title
- Catalysts and Barriers Faced by Native American Engineering Undergraduate Students in Arizona
- Creators
- Fernanda Cruz Rios - University of PittsburghHariharan Naganathan - Arizona State UniversityLinda Tello - United States Air ForceStephanie Adams - Arizona State UniversityAlison Cook-Davis - Arizona State UniversityMounir El Asmar - Arizona State UniversityDavid Grau - Arizona State UniversityKristen Parrish - Arizona State University
- Publication Details
- Journal of civil engineering education, v 147(2), 04020017
- Publisher
- Asce-Amer Soc Civil Engineers
- Number of pages
- 13
- Grant note
- EEC 1542731 / National Science Foundation (NSF) Broadening Participation in Engineering program; National Science Foundation (NSF)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Civil, Architectural, and Environmental Engineering
- Web of Science ID
- WOS:000658764900002
- Scopus ID
- 2-s2.0-85096721701
- Other Identifier
- 991022188574504721
UN Sustainable Development Goals (SDGs)
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Source: SDGs in the Output
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education, Scientific Disciplines
- Engineering, Multidisciplinary