Examining the Presence of Broadening Participation Sentiments in Engineering Education Ph.D. Programs

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Abstract

Using a mixed methodology, this study examines how, if at all, sentiments of broadening participation are embedded in Engineering Education (Eng Ed) PhD programs. This study integrates a Latent Semantic Analysis of Eng Ed PhD program descriptions with qualitative analysis of interviews. As a result of which, nascent conclusions suggests that while reference is made to complementary topics such as diversity, equity and inclusion in, both oral accounts and print descriptions of, Eng Ed PhD programs, there is limited insight into strategies to achieve the aim of broadened participation. The paper closes by providing recommendations for revising program description texts and conducting future studies with additional program stakeholders.

Authors

• Le Shorn Benjamin, University of Houston

• Jerrod Henderson, University of Houston