"They Are Here to Support Me": Community Cultural Wealth Assets and Precollege Experiences of Undergraduate Black Men in Engineering

Autor/in	Tolbert Smith, DeLean
Titel	"They Are Here to Support Me": Community Cultural Wealth Assets and Precollege Experiences of Undergraduate Black Men in Engineering
Quelle	In: Journal of Engineering Education, 111 (2022) 4, S.750-769 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tolbert Smith, DeLean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20480
Schlagwörter	Undergraduate Students; Blacks; Males; Engineering Education; Student Experience; Institutional Characteristics; Disproportionate Representation; Whites; Parent Participation; Parenting Styles; Secondary Education; College Preparation; Community Support; Cultural Capital; Cultural Background + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Male; Männliches Geschlecht; Ingenieurausbildung; Studienerfahrung; White; Weißer; Elternmitwirkung; Sekundarbereich
Abstract	Background: Families and community networks serve as sources of cultural capital and provide resources that aid the development of Black male engineers. Community cultural wealth (CCW) has been leveraged by engineering education scholars to understand and highlight student and community assets available in communities of color. Little is known about the diverse ways that Black families support engineering education pathways. Purpose: This study characterized the diverse forms of support that Black families and extended family members provided to undergraduate Black men along their precollege engineering pathways. Method: Thirteen Black undergraduate men majoring in engineering participated in focus groups at two predominantly White institutions in different regions of the United States. Findings: The findings suggest that Black parents are engaged in the engineering learning and development of Black males, which opposes the deficit framing of Black parental engagement. The data revealed how the forms of capital overlap. A compelling finding is that capital has a bidirectional nature--meaning that participants described instances of receiving and providing capital. Conclusions: CCW framework provided a lens to explore how Black men were supported by their family networks and how they used capital to maneuver noninclusive engineering environments. The findings substantiate the role of Black parental engagement on engineering education pathways. This work promotes these parental engagement practices as worthy of inclusion in the canons of effective evidence-based parental engagement strategies that encourage engineering learning and participation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01