Table 4 Summary of alter and action types for FGC and CGC students during the second timeframe, during engineering undergraduate studies
Alter | Action type, FGC [example] | Action type, CGC [example] |
|---|---|---|
Middle/High School Teacher | Expressive [encouraged to persist], Instrumental [helped with homework] | Instrumental [helped with homework] |
Parents and Intergenerational Family Members | Expressive [encouraged to persist] | Expressive [encouraged to persist] |
Sibling | Instrumental [suggested study tips] | N/A |
Employer or Coworker | Instrumental [shared content knowledge about subdisciplines], Expressive [helped student feel they could be successful as engineer] | Instrumental [shared content knowledge about subdisciplines] |
Peers | Expressive [shared own struggles], Instrumental [suggested coursework and professors] | Expressive [shared own struggles], Instrumental [suggested coursework and professors] |
Professors, Academic Advisors, and Program Directors | Expressive [normalized students’ feelings and struggles], Instrumental [connected to job opportunities] | Expressive [encouraged to persist], Instrumental [connected to job opportunities] |
Graduate Students | Expressive [took interest in students], Instrumental [gave insight about graduate pathways] | Expressive [took interest in students], Instrumental [gave insight about graduate pathways] |
Professional Organization Contacts | Instrumental [gave career advice] | Instrumental [gave career advice] |