Bridge to Persistence
Interactions With Educators as Social Capital for Latina/o Engineering Majors
Datos Bibliográficos
| ID | 12774342 |
|---|---|
| Autores | Sandra L Dika (0000-0001-8491-7542, University of North Carolina at Charlotte, autor de correspondencia), Julie P Martin (0000-0003-1962-8394, Clemson University) |
| Año | 2017 |
| Volumen | 17 |
| Número | 3 |
| Páginas | 202-215 |
| Fecha de publicación | 2017-07-25 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Hispanic Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 1538-1927 • E-ISSN: 1552-5716 |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/1538192717720264 |
| OpenAlex | W2737636135 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 21 |
This study employs the notion of bridging social capital to investigate the extent to which different forms and quantity of interactions with educators predict intentions to persist in engineering among a sample of Latina/o engineering majors from five public 4-year institutions in the United States. Different forms of capital were effective for women and men on intentions to persist, and learning orientation emerged as the most important predictor of engineering commitment
Bridge (graph theory · Bridging (networking · Capital (architecture · Cultural capital · Economic growth · Economics · Engineering education · Geography · Higher education · Persistence (discontinuity · Political science · Sample (material · Social capital · Social science · Sociology · Career Development and Diversity · Computer Science · Education, Achievement, and Giftedness · Engineering · Higher Education Research Studies · Psychology · Social Psychology
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| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 1,14 |
| Intervalo de citas | 2019 - 2026 (8) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |