Program Assessment: Career Development Services as Informed by Black Female Undergraduates in Engineering

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Abstract

The objective of this paper is to discuss education research involving “Intersectionality” (Crenshaw, 1989) as it concerns career readiness curriculum and employment services at accredited, four-year colleges and universities. The journeyed experiences toward first destination success for African American women seeking to enter the professional workforce as engineers, where White male identities are historically the norm, is at the center of this research. Grounded theory, in addition to foundational and college student development theories, career development models, and Black Feminist Theory (BFT), compels career service centers (CSCs) at colleges to provide critical intervention that delivers on the promise of bachelor’s degrees earned by all engineering students upon graduation.

Author

• Candice A. Kelly, Auburn University