Lessons Learned From Minority Engineering Program Professionals Increasing the Production of Black Engineers

• In Event: 61.080 - Diversifying Engineering: Insights and Lessons From Students, Faculty, and Staff

Abstract

Objectives or purposes

While the number of engineering degrees awarded to Blacks, Latinos, and Native Americans has increased over the years, the production of minority engineers is still very much in a crisis state (National Research Council, 2010). Minority engineering program (MEP) professionals such as diversity deans and program directors, have been on the front line of the fight to increase the number of Blacks enrolled in and graduating from engineering programs. MEPs have a wealth of information to share regarding their experiences and can contribute to the development of policies to improve the representation of Blacks in engineering.

This study uses qualitative interviews to explore approaches that MEP professionals use to increase the retention and graduation of Black engineering students and the obstacles that they encounter in their work.

Perspective(s) or theoretical framework

This study draws from Smith’s framework for institutional diversity (Smith & Parker, 2005), which examines diversity approaches from an institutional perspective. This framework, encourages schools to examine their commitment to diversity holistically and not based on the success of a particular program. This issue is investigated through a critical race lens (Delgado & Stefancic, 2012; Harper, 2012).

Methods, techniques, or modes of inquiry

A qualitative research design has been chosen to gather thick descriptions from MEP professionals about their experience and approach to increasing persistence and graduation rates for Black engineering students. The author developed a semi-structured protocol for in-depth interviews with five MEP professionals because the protocol facilitates the exploration of questions in a flexible manner, probes for specific data, and addresses specific questions or issues (Merriam, 2009, p. 89). These interviews were used to “uncover the essence” of the professionals’ experiences (Merriam, 2009, p. 93).

Data sources, evidence, objects, or materials

The author selected MEP professionals from institutions that are considered to be top degree producers of Black engineers based on Engineering Workforce Commission data, which tracks the total engineering student population in the United States and disaggregates by group. This qualification demonstrates that the professionals are from institutions that have been successful in achieving the goal of increasing Black engineering production.

Results and/or substantiated conclusions or warrants for arguments/point of view

While MEPs are important in the production of Black engineers, the recruitment and persistence of these students is also related to what Smith defines as institutional vitality and viability, education and scholarship, campus climate, and access and success (Smith, 2005). Preliminary results indicate that MEP professionals not only spend time supporting the academic success of their students, they also spend significant time navigating through issues such as access, institutional commitment and campus climate.

Scientific or scholarly significance of the study or Work

This study can provide direction on how to improve the cultural climate as well as recruitment and retention approaches of research universities seeking to graduate an increased number of Black engineering students.

Author

• Alaine Allen, University of Pittsburgh