An initial step towards measuring first-generation college students' personal agency: A scale validation

Ph.D. Candidate She completed her M.S. in Industrial Engineering and B.S. in Industrial and Systems Engineering Dina is a 2016 recipient of the National Science Foundation’s Graduate Research Fellowship and an Honorable Mention for the Ford Foundation Fellowship Program. Her research interest focuses on changing the deﬁcit base perspective of ﬁrst-generation college students by providing asset-based approaches to understanding this population. Dina is interested in understanding how ﬁrst-generation college students author their identities as engineers, use their agency to (re)create their multiple identities in the current culture of engineering. Godwin, is an Her research focuses what factors inﬂuence diverse students to choose engineering and stay in engineering through their careers and how different experiences within the practice and culture of engineering fos-ter or hinder belongingness and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning, to understand engineering students’ identity development. She has won several awards for her research including the 2016 American Society of Engineering Education Educational Research and Methods Division Best Paper Award and the 2018 Benjamin J. Dasher Best Paper Award for the IEEE Frontiers in Education Conference. She has also been recognized for the synergy of research and teaching as an invited participant of the 2016 National Academy of Engineering Frontiers of Engineering Education Symposium and the University Engineering Education for in Undergraduate and the Abstract This research paper describes the development of a scale to measure how first-generation college students use engineering as a tool for making a difference in their community and world or personal agency. Personal agency is a capability that every individual holds; it is described by Bandura as an individual’s beliefs about their capabilities to exercise control over events that affect their lives through purposeful and reflective actions. Agentic actions allow students to explore, maneuver and impact their environment for the achievement of a goal or set of goals. This study identifies how cognitive processes of forethought, intention, reactivity, and reflection shape a students’ agentic behavior and together influence first-generation college students’ goal of making a difference in their community through their engineering degree. Data for this study came from a large-scale survey of 3,711 first-year engineering students. First, the personal agency scale was tested for validity evidence using a split-half sampling technique. Exploratory factor analysis was conducted on one half, and confirmatory factor analysis was conducted on the other half. The exploratory and confirmatory factor analysis showed that the scale to measure personal agency is valid and reliable for the first-generation college student population. The results of this work situate first-generation college students in engineering as active contributors to their environment. This study is an initial step in examining how first-generation college students are active producers of their own lives and not passive recipients of their life’s circumstances. Personal agency can be used as a lens to understand how underrepresented students in engineering are empowered to act upon their world to (re)shape it. This theoretical framing and measurement support asset-based approaches to understanding a community of students who are often deficit theorized.