Relationship Between Motivation and Engineering Educational Outcomes for Latinas and African Americans: A Preliminary Systematic Review (Poster 20)

• In Event: AERA Poster Session Sunday 8:00 a.m.
  In Poster Session: CERECG SIG Poster Session: Race, Ethnicity, and Gender Issues in Education

Abstract

This review of literature is centered on the impact of motivational constructs on the performance of Latinas and African American women in engineering. Thirty-one empirical, peer-reviewed papers published between 2015 and 2024 were examined in this review. The analysis discusses findings on the nature and intensity of the relationship between internal and external motivational factors and outcomes such as personal goals and persistence to degree completion. Higher levels of self-efficacy have a positive impact on these students’ academic performance and retention. More specifically, engineering efficacy and confidence levels were higher when these groups attended traditional institutions that have as part of their missions serving minority students than the same groups at Predominantly White Institutions (PWIs).

Authors

• Ibisewa Sowemimo-Coker, Texas Tech University

• Joseph L. Leyva, Texas Tech University

• Faye Mullino-Urich, Texas Tech University