The Role of Dual Credits in Socializing Latinx Students for Engineering Fields (Poster 8)

• In Event: Constructing Educational Possibilities for Latin* Engineering Students: Call to Action for the Institutions and Systems That Serve Them

Abstract

Objectives
Access to rigorous curricula via dual credit programs may better prepare Latinx students for college-level rigor and socialize students to expectations in STEM programs such as engineering. Indeed, research shows that early participation in STEM classes can bolster interest and persistence in STEM fields, yet no prior research has examined how dual credit programs socialize Latinx students to be successful in engineering fields. Therefore, the purpose of this qualitative study was to understand how dual credit participation shaped and informed Latinx students’ engineering interests and socialized them to college and program norms.

Theoretical Framework
Using Vocational Anticipatory Socialization (VAS) theory, we explored the individuals, messages, and experiences that persuaded Latinx students to enter a high-demand field, such as engineering. VAS suggests that STEM classes, socializing messages, and direct experiences with STEM- related material/curricula shape what students know about similar careers and, therefore, influence their interests in those fields (Jahn & Myers, 2015). One benefit of a dual enrollment program is access to those with first-hand knowledge of STEM career pursuits. Therefore, learning STEM content while in high school could enhance students’ level of motivation.

Methods and Data
The findings for this research project are primarily based on one-on-one, semi-structured interviews with 11 Latinx dual credit-earning undergraduate engineering students. Our research questions included the following: (1) How does dual credit inform or foster Latinx students’ interests in engineering fields? and (2) What messages, experiences, and individuals motivated Latinx students with dual credits to pursue engineering programs?

Site Selection
Our study was conducted at North Texas Research University (NTRU, a pseudonym), a somewhat selective (88%) institution located in an urban area. NTRU has demonstrated support for transfer students, and it is ranked among the top ten 10 institutions that enroll the most transfer students. As a recognized Hispanic- Serving Institution (HSI), NTRU enrolls a substantial number of Latinx students. Participants in this project were interviewed annually for three years. The findings from the present study were based primarily on their first year and second year interviews. The theoretical framework and research questions guided our analysis for the study.

Results
Dual credit did not directly influence the students’ interest in and ultimate pursuit of an engineering—perhaps in part because the Latinx students interviewed had limited opportunity in high school to engage in engineering and other STEM coursework; rather, they completed dual credit courses in other fields. However, dual credit socialized students to college-level expectations and allowed them to focus on core classes, so they could more quickly begin engineering-specific coursework and advance in their major.

Significance or Scholarly Contribution
We found that vocational messaging from parents and family members impacted students’ exploration of engineering from an early age. Tinkering and solving problems progressed the students’ interests in the field, guiding their enjoyment of discovery and fine-tuning their abilities. Opportunities to participate in intentional, achievement-related choices—such as participating in dual credit programs—helped families financially as well as prepared students for what to expect in a college academic setting.

Authors

• Taryn Ozuna Allen, Texas Christian University

• Christine Hall, Texas Christian University

• Courtney E. Matthews, University of Texas - Arlington