Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs

• In Event: Institutional Culture for Women in STEM

Abstract

This study is guided by two questions: (1) How do Black women engineering students describe their experiences with academic and professional development services in terms of mitigating barriers? (2) What are some implications for institutional diversity and retention policy? Using intersectionality (Crenshaw, 1991) as our guiding framework, we analyze data from 45, one-time interviews with current Black women undergraduate students pursuing an engineering degree. We arrived at four themes that summarize our qualitative data: (1) the affirming role of academic advisors and success coaches, (2) the crucial work of tutors, (3) the need for greater identity-driven campus supports, (4) the need for outreach and engagement. We conclude with an explanation of how study findings can shape higher education practice.

Authors

• Meseret F. Hailu, Arizona State University

• Neelakshi Rajeev Tewari, Mary Lou Fulton Teachers College Arizona State University

• Brooke Coley, Arizona State University