Table 3 Summary of alter and action types for FGC and CGC students during the first timeframe, when deciding to pursue engineering as a college major
Alter | FGC action type [examples] | CGC action type [examples] |
|---|---|---|
Middle/High School Teacher | Instrumental [suggested majoring in STEM], Expressive [recognized aptitude] | Instrumental [encouraged strong work ethic], Expressive [recognized aptitude] |
STEM Program Personnel | Instrumental [introduced subject matter] | Instrumental [provided hands-on experience] |
Parents & Intergenerational Family Members | Expressive [verbalized 100% support] | Instrumental [bought STEM toys], Expressive [recognized aptitude] |
Siblings | Instrumental [pointed to college resources] | N/A |
Employer or Coworker | Instrumental [introduced/described engineering career options], Expressive [recognized skills] | Instrumental [introduced/described engineering career options], Expressive [recognized skills] |
Peers | N/A | Instrumental [assisted with admissions process], Expressive [encouraged majoring in engineering] |
Community College Professor | Instrumental [suggested majoring in engineering], Expressive [served as role model] | N/A |