Changing demographics of the U.S. population drive growing emphases on diversity in engineering education. Still, questions persist about the educational benefits of race and gender diversity within the student population, despite decades of supportive research. The present study sought to estimate the educational benefits that accrue to undergraduate engineering students who interact with diverse peers and perspectives. Furthermore, differences across gender and race were explored. Multi-institutional survey data were analyzed for over 100 undergraduate engineering students using a 2007 administration of the National Survey of Student Engagement (NSSE). Findings show that encouraging contact among students from different economic, social, or racial/ethnic backgrounds can produce greater perceived learning gains amongst engineering students.
American Society for Engineering Education, 2014 ASEE Annual Conference and Exposition
Required Publisher’s Statement
Strayhorn, T. L., Long, L. L., III, Williams, M. S., Dorime-Williams, M. L., & Tillman-Kelly, D. L. (2014) Measuring the educational benefits of diversity in engineering education: A multi-institutional survey analysis of women and underrepresented minorities. Proceedings from 2014 ASEE Annual Conference and Exposition, Indianapolis, IN.
Scholarly Commons Citation
Strayhorn, T. L., Long, L. L., Williams, M. S., Dorime-Williams, M. L., & Tillman-Kelly, D. L. (2014). Measuring the Educational Benefits of Diversity in Engineering Education: A Multi-Institutional Survey Analysis of Women and Underrepresented Minorities. , (). Retrieved from https://commons.erau.edu/publication/292