Investigating influences of the MESA program upon underrepresented students
Document Type
Unpublished Paper
Journal/Book Title/Conference
American Society for Engineering Education
Publication Date
6-26-2011
Abstract
Investigating Influences the MESA Program Has on Underrepresented Students Topic: New research and trends related to underrepresented minorities in engineering The Mathematics, Engineering Science Achievement (MESA) program supports educationally disadvantaged students and minority students by providing pathways to help them succeed in science, mathematics and engineering. MESA goals are to “1) increase the number of engineers, scientists, mathematicians, and related professionals at technical and management levels, and 2) serve as a driving force in encouraging minorities and females in achieving success in these fields.” MESA programs are based on a common co-curricular academic enrichment model that includes academic planning, community service, family involvement, academic enrichment, hands-on engineering activities, career advising, field trips, competitions and workshops. MESA programs represent an innovative way of linking a co-curricular learning environment to mathematics, engineering and science programs within the formal public school setting to enhance STEM education of students. In early 2000, a research team lead by William Tierney studied the California MESA program as part of an effort to determine effective elements of outreach programs. We propose to describe a three year program to investigate the influence of MESA activities on underrepresented students that was recently funded by the National Science Foundation. Our investigation complements the work of Tierney, et al.by identifying student-oriented activities within the MESA program that have an influence on under represented students’ engineering self-efficacy, interest in engineering and perceptions of engineering. The study is being conducted in three MESA USA states: California, Maryland and Utah. The following research questions guide this study: 1. What influences do MESA activities have on students’ engineering self-efficacy? 2. What influences do MESA activities have on students’ interest in engineering? 3. How are the students’ perceptions of engineering influenced by their participation in MESA activities? The study examines student-oriented activities which can be categorized into five distinct groups: a)field trips, b) guest lecturers, c) design competitions, d) hands-on activities, and e) student advisement. Members of the National Center for Engineering and Technology Education (NCETE), a Center for Learning and Teaching funded by the National Science Foundation, developed a foundation for answering the research questions. A preliminary draft of a survey instrument was developed and a sample of 175 high school students completed the survey instrument at seven MESA sites in California and Utah during spring 2010. Two focus groups provided necessary follow-up to probe the influence of the most promising activities in terms of outcomes: self-efficacy, interest, and perception. The proposed paper will present an overview of the NCETE work and then describe follow-on investigations to answer the research questions. In particular, the paper will present the results of additional focus groups with former MESA students now majoring in engineering to better understand the types of MESA activities that were particularly influential in their career choice. Also presented will be the results of interviews results from MESA advisors to determine which MESA activities they considered most important.
Recommended Citation
Hailey, C., Austin, C., Denson, C., & Householder, D. (2011). Investigating influences of the MESA program upon underrepresented students. Paper presented at the meeting of the American Society for Engineering Education, Vancouver, B.C.
