How Social Capital From Parents Affects Women and Underrepresented Minority Students' Persistence in Engineering Majors

• In Event: Women, Underrepresented Minority, and LGBTQPIA+ Students' STEM Experiences and Success: Undergraduate Climate and Social Capital

Abstract

1. Objectives or purposes
Research shows that parents are perhaps the greatest influencers of their children’s higher education decisions. In this study, we examine how the parents of URM engineering students transmit the advice, knowledge, and resources that assist students in deciding to pursue, and persist as, engineering majors.

2. Perspective(s) or theoretical framework
In the context of engineering education, social capital can include specific information about college in general, about engineering specifically, and encouragement to pursue engineering despite perceived obstacles. Research demonstrates that parental support as a form of social capital eases the transition to college.

3. Methods, techniques, or modes of inquiry
We interviews of 55 women and URM men in engineering programs from five universities (one PWI ranked in the top five public universities, two large state PWIs, an HSI, and an HBCU) who were part of a larger research study of that surveyed over 2,000 engineering undergraduates. Most interviews took place in person, and a few via videoconference. Interview data were analyzed using thematic analysis.

4. Data sources, evidence, objects, or materials
Our study focuses on groups designated as “underrepresented” (men and women who identify as African American/Black, Hispanic/Latino, and American Indian and Alaska Native) as well as White women.)

5. Results and/or substantiated conclusions or warrants for arguments/point of view
Participants reported accessing social capital during high school primarily through parents, other family members, and teachers. Participants from all racial/ethnic and gender groups talked about their parents as their most influential alters and provided information about their parents’ advice and support. Parents were a great source of general emotional support and encouragement. All participants who identified parents as an alter provided examples of receiving instrumental and expressive advice, information, and actions from them that guided their decisions.

6. Scientific or scholarly significance of the study or work
This research adds to the growing body of assets-based literature on underrepresented students in STEM by highlighting the capital present in their own families, and by illustrating how underrepresented students use parental social capital to declare and then persist in undergraduate engineering majors. Specifically, this study contributes to the engineering education literature by promoting an asset-based theoretical stance highlighting the importance of academic and career-related social capital provided by parents. The finding that parents, regardless of background, have similar influences on students via expressive social capital has important implications for engineering educators and educational researchers. Educators who recognize and acknowledge the significance of familial social capital will be better equipped to provide families with engineering career and college curricula resources to supplement the existing capital inherent in family relationships.

Authors

• Ellen Puccia, Beta Research Associates, Inc.

• Julie P. Martin

• Chrystal A. S. Smith, University of Connecticut - Storrs

• Gladis Kersaint, University of Connecticut - Storrs

• Rebecca A. Campbell-Montalvo, University of Connecticut - Storrs

• Hesborn Otieno Wao, University of South Florida

• Reginald S. Lee, University of South Florida

• John Skvoretz, University of South Florida - Tampa

• George T. MacDonald, University of South Florida