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.
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
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