Engineering self-efficacy, interactions with faculty, and other forms of capital for underrepresented engineering students

Abstract

To address the chronic issues of underrepresentation in engineering education, a small but growing body of research has examined social and cultural explanations for engineering persistence among women, racial/ethnic minorities, first-generation college students, and other underrepresented groups. In this exploratory study, we examine the extent to which relationships with engineering faculty and other forms of engineering-related capital (e.g., aspirational, navigational) are related to engineering self-efficacy among underrepresented engineering students. The findings of the study have implications for future research and practice to increase access to engineering education and persistence of underrepresented students in engineering.