College Choice Decisions: An Evaluation of Perna’s Conceptual Model Across Populations and Cultural Contexts

V. Sanchez Padilla; Lisa Schibelius

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Lisa's Legacy: Guiding Students Toward Engineering Careers, Excellent!
Tagged Division: Pre-College Engineering Education Division (PCEE)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/48471

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Paper Authors

biography

V. Sanchez Padilla Virginia Polytechnic Institute and State University; Universidad ECOTEC, Ecuador orcid.org/0000-0003-3205-388X

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V. Sanchez Padilla (Member, IEEE) is a doctoral candidate in the Engineering Education Department, College of Engineering at Virginia Polytechnic Institute and State University, Blacksburg, VA, USA. He holds a master's degree in telecommunications engineering with a concentration in wireless communications from George Mason University, VA, USA. He is certified in fieldbus networks and wireless network administration. His research interests lie in engineering and science education, technology management, and wireless network systems. Memberships include ASEE, IAENG, IEEE TEMS, and IEEE EdSoc.

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Lisa Schibelius Virginia Polytechnic Institute and State University orcid.org/0000-0003-2678-7780

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Lisa Schibelius (she/her) rhymes with rebellious - is a Doctoral Candidate in the Department of Engineering Education at Virginia Tech (VT). She holds both B.S. and M.S. degrees in Mechanical Engineering with an aerospace concentration from the University of South Alabama. Prior to beginning her studies at VT, she worked as an engineer for 4 years at Airbus in the retrofit of aircraft cabins with experience in project management, automation, airworthiness, and additive manufacturing. Her research interests are influenced by her experiences in industry and are centered on team dynamics, conflict management, professional skills development, and intercultural awareness. She aims to leverage her industry experiences to bridge academia and industry through her research, teaching practices, and interventions aimed towards student and faculty professional development. As an artist, she is also interested in art, creativity, and expression in engineering. Her research also centers on non-traditional methods, transformation, and critical reflection - aspiring for more equitable and inclusive practices in engineering.

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Abstract

Understanding the factors that influence college choice decisions is critical for broadening participation in engineering programs, including those related to STEM education. Studies have shown that college choice can be impacted by a host of factors beyond just interest, including socioeconomic status, contextual factors, institutional features, availability of resources, and cultural knowledge, to name a few. The conceptual model of college choice proposed by Perna is valuable in understanding the layers of choice, which can vary based on context and population. Perna's model outlines four major contexts that frame college choice decisions for the individual: 1) social, economic \& policy, 2) higher education, 3) school and community, and 4) habitus, which is at the center. Studies that utilize Perna's model employ one of these contexts or a combination of them. This work reviews eleven studies that draw on Perna's model for understanding college choice decisions based on three research questions centered on both population and cultural context. These studies range from a host of contexts and populations to understand college choice, including K-12 students, undergraduate students, and historically underrepresented populations in engineering. Through our review of case studies and applied research, we compare constructs used in Perna’s model, such as layers of habitus, school/community, higher education, and socioeconomic status to analyze studies according to a targeted population. We take a critical lens of the implementation of Perna's model for college choice and the ways in which particular populations as the focus of study highlight how minority and non-minority populations can be affected in their decisions to pursue a college degree. From our analysis, we encourage the readers to evaluate and consider elements from case studies to seek potential transferability or generalizations that this model brings based on context. Therefore, we recommend continuing to explore several lenses and factors using this model and complementing wherever possible with other frameworks or theories to deepen the perspective of college choice decisions and resultant conclusions and implications that can be drawn for certain populations.

Citation
Format

Sanchez Padilla, V., & Schibelius, L. (2024, June), College Choice Decisions: An Evaluation of Perna’s Conceptual Model Across Populations and Cultural Contexts Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48471

TY  - CPAPER
AB  - Understanding the factors that influence college choice decisions is critical for broadening participation in engineering programs, including those related to STEM education. Studies have shown that college choice can be impacted by a host of factors beyond just interest, including socioeconomic status, contextual factors, institutional features, availability of resources, and cultural knowledge, to name a few. The conceptual model of college choice proposed by Perna is valuable in understanding the layers of choice, which can vary based on context and population. Perna&#39;s model outlines four major contexts that frame college choice decisions for the individual: 1) social, economic \&amp;amp; policy, 2) higher education, 3) school and community, and 4) habitus, which is at the center. Studies that utilize Perna&#39;s model employ one of these contexts or a combination of them. This work reviews eleven studies that draw on Perna&#39;s model for understanding college choice decisions based on three research questions centered on both population and cultural context. These studies range from a host of contexts and populations to understand college choice, including K-12 students, undergraduate students, and historically underrepresented populations in engineering. Through our review of case studies and applied research, we compare constructs used in Perna’s model, such as layers of habitus, school/community, higher education, and socioeconomic status to analyze studies according to a targeted population. We take a critical lens of the implementation of Perna&#39;s model for college choice and the ways in which particular populations as the focus of study highlight how minority and non-minority populations can be affected in their decisions to pursue a college degree. From our analysis, we encourage the readers to evaluate and consider elements from case studies to seek potential transferability or generalizations that this model brings based on context. Therefore, we recommend continuing to explore several lenses and factors using this model and complementing wherever possible with other frameworks or theories to deepen the perspective of college choice decisions and resultant conclusions and implications that can be drawn for certain populations.
AU  - V. Sanchez Padilla
AU  - Lisa Schibelius
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - College Choice Decisions: An Evaluation of Perna’s Conceptual Model Across Populations and Cultural Contexts
UR  - https://peer.asee.org/48471
ER  -