Date of Award
12-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education and Human Development
Committee Chair/Advisor
Luke J. Rapa
Committee Member
Edmond P. Bowers
Committee Member
Rachel L. Wagner
Committee Member
Matthew Voigt
Abstract
In higher education, there has been a growing interest in identifying and addressing the systemic factors that impact the educational experiences and outcomes of underrepresented students pursuing degrees in engineering. Students who identify as having one or more disabilities are an underrepresented population in postsecondary engineering, and although this population of students possess numerous strengths that make them well suited for the field, they often face barriers and challenges that hinder their success within engineering programs. There exists a robust collection of literature examining the experiences and factors that impact other underrepresented groups within postsecondary engineering (e.g., students of color and women); however, there is little work that specifically focuses on students with disabilities.
In an effort to expand current engineering education literature, the three distinct manuscripts within this dissertation investigate factors related to inclusivity and accessibility for students with disabilities pursuing undergraduate engineering degrees in the United States. The first manuscript presented in Chapter II is a systematic review of the extant literature on students with disabilities enrolled in undergraduate engineering programs at 4-year universities within the United States. Findings revealed that students with disabilities can face a variety of challenges while pursuing undergraduate engineering degrees, including physical barriers, lack of accommodations, and social isolation or feeling like they do not belong. Further, the results of the systematic literature review illustrated the important role that factors of engineering classroom climate have on the academic success and psychosocial well-being of students with disabilities in engineering programs.
Next, the study presented in Chapter III investigated the perceptions of engineering classroom climate and sense of belonging among students with disabilities enrolled in undergraduate engineering majors using a mixed methods approach. Quantitative results showed that on average, participants within the sample felt like they belonged in their engineering courses. Additionally, participants held moderate to positive perceptions of their general engineering classroom climate, their engineering professors, their engineering TAs, and their engineering peers. There was a strong, positive correlation between participants’ sense of belonging and their general perceptions of engineering classroom climate, r(25) = 0.736, p < 0.001. Similarly, there was a strong, positive relationship between sense of belonging and perceptions of engineering faculty (r(25) = 0.757, p < 0.001). Lastly, perceptions of engineering professors was the only significant predictor of sense of belonging among the sample. Qualitative findings highlighted three overarching themes related to participants’ sense of belonging and the factors of engineering classroom climate that fostered or hindered their sense of belonging in their engineering courses: (1) faculty play a key role in fostering or hindering belonging; (2) academic integration bolsters sense of belonging; and (3) social connections with classmates shapes sense of belonging.
Lastly, the study presented in Chapter IV, took a qualitative, collective-case study approach to explore engineering faculty members’ views and experiences related to incorporating inclusive teaching strategies that align with Universal Design for Learning in their undergraduate engineering classes. Findings highlighted that participants’ discussed their experiences teaching students with disabilities related to providing formal accommodations, the use of technology to increase access to course content, and desiring to more information and training to better support students with disabilities. Additionally, all participants indicated participating in some form of professional development related to inclusive teaching practices, but few recalled having participated in training specifically related to Universal Design for Learning (UDL). Four themes were seen related to participants’ strategies to create inclusive classroom climate and sense of belonging: (1) building rapport; (2) co-construction of learning and classroom environments; (3) flexible and scaffolded assessments; and (4) technology and multiple modes of content delivery. Findings also revealed three themes related to supports and barriers that participants encountered to incorporating inclusive teaching practices: (1) departmental and institutional support; (2) peer support, collaboration, and mentorship; and (3) time. Lastly, of the three principles of UDL, participants teaching strategies aligned with multiple means of engagement and multiple means of representation, whereas few participants were incorporating strategies that aligned with multiple means of expression.
Recommended Citation
Bolding, Candice W., "Disability, Sense of Belonging, and Inclusive Classroom Climates in Undergraduate Engineering" (2024). All Dissertations. 3795.
https://open.clemson.edu/all_dissertations/3795
