Slipping Through the Cracks: Academic Well-Being Amid Teacher Interactions as Experienced by a Black Engineering Student

• In Event: Emotional Support and Development in the Professions

Abstract

Prior research indicates that Black STEM students face unique challenges regarding their interactions with faculty. However, we know little about the emotional experience that these students have inside of these interactions. In this case analysis, we examined the emotional experiences of a Black STEM student in an interpretative phenomenological analysis (IPA). This paper demonstrates findings about the powerful impact that faculty have on their Black students’ experiences. Understanding how Black students experience emotion inside of faculty interactions is important to creating equitable environments inside of STEM education.

Authors

• Kyle Shanachilubwa, Harding University
  Presenting Author

• James Huff, Harding University
  Non-Presenting Author

• Amy Brooks, Oregon State University
  Non-Presenting Author