Lee Bo Hyun, Hu Xiaotian, Flores Lisa Y, Navarro Rachel L
Educational Studies, College of Education and Human Ecology, The Ohio State University, Columbus, OH 43210, USA.
Department of Educational, School & Counseling Psychology, College of Education & Human Development, University of Missouri, Columbia, MO 65201, USA.
Behav Sci (Basel). 2024 Jul 4;14(7):564. doi: 10.3390/bs14070564.
Structural diversity is defined as the numerical representation of diverse racial/ethnic student groups on campus as one way of exposing students to diversity in higher education. The current study implemented the concept of structural diversity on faculty in higher education, given the significant and unique roles in STEM education. We integrated the proportion of URM faculty within the College of Engineering as a moderating variable in the social cognitive career theory (SCCT) model. With a sample of 254 diverse engineering students from six universities, the results indicated that both perceived engineering barriers and perceived engineering supports significantly related to perceived self-efficacy even after controlling for the effects of the other. Perceived engineering supports mediated the effects of engineering barriers on self-efficacy. Moreover, a moderated mediation effect by the proportion of URM faculty was observed, showing that when the proportion of URM faculty reached a certain level, high levels of perceived engineering barriers had no effect on increasing perceived engineering supports. Implications for fostering career development in engineering with a systematic-tailored approach are discussed.
结构多样性被定义为校园中不同种族/民族学生群体的数量体现，这是让学生接触高等教育多样性的一种方式。鉴于在STEM教育中教师所扮演的重要且独特的角色，当前研究将结构多样性的概念应用于高等教育中的教师群体。我们将工程学院内少数族裔教师的比例作为社会认知职业理论（SCCT）模型中的一个调节变量。以来自六所大学的254名不同背景的工科学生为样本，结果表明，即使在控制了对方的影响之后，感知到的工程障碍和感知到的工程支持都与感知到的自我效能感显著相关。感知到的工程支持在工程障碍对自我效能感的影响中起中介作用。此外，还观察到少数族裔教师比例的调节中介效应，表明当少数族裔教师比例达到一定水平时，高水平的感知工程障碍对增加感知工程支持没有影响。本文讨论了采用系统定制方法促进工程领域职业发展的意义。
