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Background: It is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students. Purpose: The purpose of this article is to propose a conceptual model of student navigation in the context of undergraduate engineering programs. Our goal is to illustrate how localized, structural features unjustly shape the demands and opportunities encountered by students and influence how they respond. Scope/Method: We developed our model using an iterative, four‐stage process. This process included (1) clarifying the purpose of the development process; (2) identifying concepts and insights from prior research; (3) synthesizing the concepts and insights into propositions; and (4) visualizing the suspected relationships between the salient constructs in the propositions. Results: Our model focuses on the dynamic interactions between the characteristics of students, the embedded contexts in which they are situated, and the support infrastructure of their learning environment. Conclusion: The resulting model illustrates the influence of structural features on how students a) respond to demands and opportunities and b) navigate obstacles present in the learning environment. Although its focus is on marginalized students in undergraduate engineering programs, the model may be applicable to STEM higher education more broadly. [ABSTRACT FROM AUTHOR]

Background: Supporting undergraduate students in science, technology, engineering, and mathematics (STEM) has been a persistent need. However, assessing the impact of support efforts can prove challenging as it is difficult to operationalize student support and subsequently monitor the combined impacts of the various supports to which students have access simultaneously. Purpose/Hypothesis: This paper describes the development of the STEM student perspectives of support instrument (STEM‐SPSI) and explores how perceptions of student support constructs vary across engineering students. Design/Method: Following best practices for instrument development, forming the STEM‐SPSI consisted of an iterative cycle of feedback from various STEM stakeholders and two rounds of pilot testing with students at multiple institutions. We employed factor analysis to identify student‐support constructs and conduct validation procedures on the instrument. Results: Results suggest that student support can be conceptualized as a combination of 12 constructs. The STEM‐SPSI can help engineering educators evaluate their student‐support mechanisms at an academic‐unit level. Conclusions: The practical contribution of the STEM‐SPSI is to assist colleges in monitoring the extent to which their portfolio of support mechanisms is perceived as helpful by undergraduate students. This work makes a theoretical contribution to the model of cocurricular support that undergirds the instrument by producing empirical evidence for its constructs. [ABSTRACT FROM AUTHOR]

Men are entering the field of nursing in increasing numbers. As men enter nursing programs, they may encounter role stereotyping and gender bias through the faculty's assumption of stereotypical notions of caring. The purpose of this interpretive phenomenological study was to describe the ways faculty perceive and respond to caring in male nursing students to better understand how to facilitate it. The central question for this study was: What are the essences and meaning of nursing faculty notions regarding caring in male nursing students? Six faculty members in a nursing program with a large percentage of male student enrollment were interviewed. Applying a phenomenological data analysis method, the researchers identified six themes: altruism, antecedents, attainment, ambiguity, agency, and anecdotes. Implications for nursing education and practice are made, including the need to recognize, allow, and support male nursing student ways of caring. [ABSTRACT FROM AUTHOR]

Four studies were undertaken to examine the teacher socialization process from four perspectives in an effort to document what happens during the learning process and what transition pattern, if any, occurs. Each of the studies used analysis of student/teacher journals as the method of inquiry. Six themes and accompanying propositions that define the process of teacher socialization were discovered. Each study was generated out of the previous study(ies). As the research progressed, a pattern of transition emerged that appears to be spiral in nature. This realization has implications for the restructuring of field . experience teacher education programs. [ABSTRACT FROM PUBLISHER]

The author discusses that aesthetic education should be a part of the music education curriculum. She cites that every aspect of the teaching and learning of music is influenced by philosophy. She recognizes that everytime a music educator makes a choice, it reveals the underlying philosophy of that person. She discusses several arguments that can be conceived for not considering a study of aesthetics in the undergraduate curriculum of music education.