Evaluating The Fairness Of The Undergraduate Supports Survey: A DIF Analysis Of Gender And Year-In-School

Authors

Adrian Nat GENTRY, Purdue University, West Lafayette, IN, United States of AmericaFollow
Eric HOLLOWAY, Purdue University, West Lafayette, IN, United States of AmericaFollow
Julie MARTIN, The Ohio State, Columbus, OH, United States of AmericaFollow
Tiantian LI, Purdue University, West Lafayette, IN, United States of AmericaFollow
Kerrie DOUGLAS, Purdue University, West Lafayette, IN, United States of AmericaFollow

Document Type

Conference Paper

Abstract

It is well established that access to social supports is essential for engineering students’ persistence and yet access to supports varies across groups. Understanding the differential supports inherent in students’ social networks and then working to provide additional needed supports can help the field of engineering education become more inclusive of all students.

DOI

https://doi.org/10.21427/WCR9-XC75

Recommended Citation

Gentry, A. N., Holloway, E., Martin, J., Li, T., & Douglas, K. (2023). Evaluating The Fairness Of The Undergraduate Supports Survey: A DIF Analysis Of Gender And Year-In-School. European Society for Engineering Education (SEFI). DOI: 10.21427/WCR9-XC75

Creative Commons License

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