Experiences of African American male engineering students: a qualitative analysis

Sanders, Courtney B.

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https://hdl.handle.net/2142/16232 Copy

Description

Title

Experiences of African American male engineering students: a qualitative analysis

Author(s)

Sanders, Courtney B.

Issue Date

2010-05-19T18:41:47Z

Director of Research (if dissertation) or Advisor (if thesis)

Baber, Lorenzo D.

Department of Study

Ed Organization and Leadership

Discipline

Ed Organization and Leadership

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

M.S.

Degree Level

Thesis

Keyword(s)

• African American
• black
• males
• higher education
• Science, Technology, Engineering and Math fields (STEM)
• engineering
• Persistence

Abstract

Prior to the 1970s, African Americans were essentially invisible in the science and engineering academic and professional communities (Babco, 2001a). The few who did earn degrees in these fields, obtained them primarily from historically Black colleges and universities (HBCUs), and these institutions also served as the primary employer for these graduates in science and engineering (Hines, 1997; Babco, 2001a, 2001b). Since the 1970s, African Americans have made considerable progress, but still are not on a level playing field with White males in terms of opportunities for preparation of science and engineering careers or for employment and advancement in those careers. The purpose of this study was to explore second and third-year African American male engineering students’ perceptions and examine what experiences have contributed to their access to and persistence in engineering. A qualitative research design was employed to gather data necessary to answer the research questions. Eight second and third-year African American male engineering students from Research University (pseudonym) participated in interviews with the researcher. The data from the interviews was used to consider the themes that emerged from the participants. The findings from this study suggest that African American male engineering students at Research University have specific experiences that influence their persistence and academic achievement. Themes identified from the interview data include: (1) pre-college experiences; (2) participation in academic and social networks; (3) institutional programming and organizational support; (4) personal accountability and motivation; and (5) goals outside of engineering. As a result of this research, several future implications are highlighted. These include acknowledging the value of diversity, continued support through organizations, and increased knowledge of best practices.

Graduation Semester

2010-5

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http://hdl.handle.net/2142/16232

Copyright and License Information

Copyright 2010 Courtney Sanders

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