國立虎尾科技大學 |

Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital : = An Explanatory Mixed Method Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital :/
其他題名:	An Explanatory Mixed Method Study.
作者:	Boone, Hank Joseph Reyes.
面頁冊數:	1 online resource (397 pages)
附註:	Source: Masters Abstracts International, Volume: 56-03.
標題:	Engineering. -
電子資源:	click for full text (PQDT)
ISBN:	9781369513745

Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital : = An Explanatory Mixed Method Study.
Boone, Hank Joseph Reyes.

Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital :An Explanatory Mixed Method Study. - 1 online resource (397 pages)

Source: Masters Abstracts International, Volume: 56-03.

Thesis (M.S.)--University of Nevada, Reno, 2016.

Includes bibliographical references

This master's thesis is a mixed method explanatory study focusing on First Generation College student's (FGS) engineering degree experiences. Constructs used to understand their experiences were future time perspective, belongingness, engineering identity, social capital, and social identity complexity. An upper level engineering students' communications class was surveyed at a western land grant institution. Analysis showed FGS had more engineering belongingness than peers having at least one parent graduate college. The qualitative population was then upper level engineering FGS who reported high belongingness. Data showed the five interview participants communicated belongingness in terms of engineering identity. They became an engineer when they had experiences using engineering knowledge. Participants often accessed parents and family to make academic and career decisions, but some accessed more individuals (i.e. professors, engineers, peers). Lastly, participants appeared to compartmentalize their FGS identity to outside the engineering classroom while they formed their engineering identity through the degree program.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369513745Subjects--Topical Terms:

561152
Engineering.
Index Terms--Genre/Form:

554714
Electronic books.

Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital : = An Explanatory Mixed Method Study.
LDR:02384ntm a2200337K 4500 001 915803
005 20180823122925.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781369513745
035 $a (MiAaPQ)AAI10252148
035 $a (MiAaPQ)unr:12227
035 $a AAI10252148
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Boone, Hank Joseph Reyes. $3 1189310
245 1 0 $a Understanding First Generation College Student Experiences and Interaction with Belongingness, Identity, and Social Capital : $b An Explanatory Mixed Method Study.
264 0 $c 2016
300 $a 1 online resource (397 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 56-03.
500 $a Adviser: Adam N. Kirn.
502 $a Thesis (M.S.)--University of Nevada, Reno, 2016.
504 $a Includes bibliographical references
520 $a This master's thesis is a mixed method explanatory study focusing on First Generation College student's (FGS) engineering degree experiences. Constructs used to understand their experiences were future time perspective, belongingness, engineering identity, social capital, and social identity complexity. An upper level engineering students' communications class was surveyed at a western land grant institution. Analysis showed FGS had more engineering belongingness than peers having at least one parent graduate college. The qualitative population was then upper level engineering FGS who reported high belongingness. Data showed the five interview participants communicated belongingness in terms of engineering identity. They became an engineer when they had experiences using engineering knowledge. Participants often accessed parents and family to make academic and career decisions, but some accessed more individuals (i.e. professors, engineers, peers). Lastly, participants appeared to compartmentalize their FGS identity to outside the engineering classroom while they formed their engineering identity through the degree program.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Engineering. $3 561152
650 4 $a Science education. $3 1151737
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
690 $a 0537
690 $a 0714
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Nevada, Reno. $b Mechanical Engineering. $3 1180292
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10252148 $z click for full text (PQDT)