Literature Review: Black, Latin, and Indigenous Students’ Experiences of Stress, Distress, and Trauma in Engineering

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  In Roundtable Session: Decoding the Data: An Examination of Critical Methodological Approaches to Uproot Systems of Oppression (Table 5)

Abstract

This paper explores previous research on racialized mental health experiences in engineering. The central hypothesis of this systematic literature review is that students, especially the traditionally excluded, have negative experiences that result in high levels of distress that is not clearly visible but can have significant impacts on their collegiate experiences. The purpose of this literature review is to summarize literature characterizing distress responses within the experiences of Black, Latin, and Indigenous (BLI) undergraduate engineering students to make clear that traditional engineering education can serve as a stressor that can initiate distress and dysfunction or prolong pre-existing stress reactions. The results generated from this project will improve the experiences of BLI students in engineering and subsequently broaden participation.

Authors

• Kelly Cross, Georgia Institute of Technology

• Whitney Gaskins, University of Cincinnati

• Adam Kirn, University of Nevada - Reno

• Kaitlyn Thomas, University of Nevada - Reno