To understand the similar experiences of our cohort that lead to potential overlap across their habitus' (or disposition).
Research Question:
What are the shared experiences of our cohort? In what ways (if any) might these shared experiences be indicative of overlap across habitus?
Methodology:
Developed survey based on the Inez research paper we read and discussed in two of our classes.
Distributed the survey as a paper instrument and collected it anonymously.
Analyzed the data and write up results for this blog.
Results & Conclusions:
There was strong family support for college education but students had much weaker college advising on average (Q1, Q4).
½ of cohort answered that they worked during their undergraduate years. While this is at best a proximate measure of socioeconomic status, the fact that so many held a job could indicate that this half of the cohort were less likely to be from a high socioeconomic status. (Q7)
College statistics on major and department changing suggest that the rate of major or department change in our cohort is normal. (Q 13, Q 17, Q18)
Reaching the level of a PhD degree is not equivalent to entering college or vocational school; more effort must be made and recognizable skills must be demonstrated to be accepted. Some of the experiences of our cohort, particularly poor advising and potentially lower socioeconomic status or at least financial hardship during college years work as barriers to college success. Their appears to also be a considerable amount of social support for educational pursuits, from the family, which could facilitate success. These two experiences seem to be at play for many of the members of our cohort and may effect their habitus and their subsequent entry into PhD studies here. More variables may be behind these circumstances, but from the variables we have identified it appears that the barriers were not as resilient as the facilitators for success.
This research is meaningful because it sheds some light on what type of students this department has attracted. It offers an opportunity for some reflexivity and further studying may afford deeper insight into the shared experiences of students attracted to and accepted into this field (in the academic and Bourdieuian sense).
Limits of Research:
Small sample size, non randomized sampling. Both undercut ability to conduct statistical analysis.
Next Steps
Consider Qualitative Study in the Spring
Considering writing paper for a conference
Consider expanding to all ENE grad students
References:
DiMaggio, Paul. (1979). Review: On Pierre Bourdieu. The American Journal of Sociology. 84(6) 1460-1474.
Foor, C.E., Walden S.E. & Trytten D.A. (2007). “I Wish That I Belonged More in this Whole Engineering Group:” Achieving Individual Diversity. Journal of Engineering Education. 103-115
Data: The Responses people could give were:
*Really not like my experiences at all* 1
*Not usually what I experienced* 2
*Sometimes occurred or fits my experience* 3
*Often occurred and a pretty good experience fit* 4
*Very close fit to my experiences* 5
*Not able to answer* 6
Graphs:
