Capitalizing on Funds of Knowledge to Inform First-Generation College Students' Engineering Persistence Beliefs

• In Event: More Just and Equitable Higher Education: Cultivating First-Generation College Student Success for the 21st Century

Abstract

Objectives: This study demonstrates the importance of funds of knowledge (FoK) on first-generation college students’ (FGCS) engineering career self-efficacy. The FoK scale, developed from shared experiences of low-income FGCS studying engineering, examined how engineering FGCS’ FoK translate into capital to support their persistence in engineering.

Theoretical Framework: Acknowledging rich experiences, resources, and knowledge working-class families and students possess from their daily activities (González et al., 2005; Marquez Kiyama & Rios-Aguilar, 2017; Moll et al., 1992), FoK represent knowledge, networks, and resourcefulness emphasized as assets from which students can learn (González et al., 2005). This framework pushes for converting students’ FoK into social and cultural capital to improve their wellbeing and promote inclusive higher education (Marquez Kiyama & Rios-Aguilar, 2017).

Methods: Multiple regression analysis revealed how FGCS’ FoK supported their belief about persisting in engineering, based on the FoK constructs Tinkering Knowledge from Home, Perspective Taking, Connecting Home Experiences, and Capitalizing on Home Experiences (see Table 1). The Cronbach alpha values for all constructs ranged between 0.76 to 0.91. Persistence beliefs were captured through the item, “I feel certain about graduating with an engineering degree.” The FoK scale was developed and tested with a sample of engineering FGCS (Verdín et al., 2019, 2021b, 2021a). Following the regression analysis, two post-hoc mediation analyses were conducted using Hayes’ (2018) PROCESS.

Data Sources: The study sample was n = 378 FGCS, with 151 (40%) female and 227 (60%) male. Latinx/Hispanic students were the predominant group in the sample, 181 (49%). Five of the nine participating universities were Hispanic Serving Institutions.

Results: FGCS’ ability to see connections between their hobbies and home experiences and engineering course content (i.e., Connecting Experiences) significantly supported their engineering persistence beliefs (β = .28, p < .001). Students’ FoK of being able to assemble and disassemble household items (i.e., tinkering knowledge from home) and their capacity to examine a situation from another persons’ point of view (i.e., perspective taking) also promoted engineering career self-efficacy (β = .16, p < .01 and β = .23, p < .001). Overall, FGCS’ home experiences and interpersonal skills explained 10% of the variance for engineering persistence beliefs (see Table 2).

Capitalizing on home experiences had a negative direct effect onto FGCS’ engineering persistence beliefs, β = -.13, p < .01. However, through a post-hoc mediation analysis, seeing connections between home experiences and engineering coursework and students’ perspective taking capabilities served as significant mediators (see Figure 1; a1b1 =.17, bootstrap CI [.10, .25], and a2b2 =.03, bootstrap CI [.01, .05]).

Scholarly Significance: Recognizing how FGCS’ FoK are transmitted into forms of capital to support their engineering career pathway positions student experiences as valuable knowledge in engineering. We signal that engineering educators and university staff have a unique role in making FGCS’ FoK visible and valued inside university settings and curriculum by connecting their lived experiences and course content in a student-centered approach that supports engineering persistence beliefs. Engineering courses present a unique and yet untapped opportunity for the integration of students’ FoK with course content.

Authors

• Jessica Smith, Colorado School of Mines

• Dina Verdin, Arizona State University