Dorvè-Lewis, G., & Lewis, D. V., & Bañuelos, M., & Buswell, N. T., & DeAngelo, L. (2023, June), A Narrative Analysis of Black, Latino/a/x, and Indigenous Students’ Sense of Belonging in Engineering at a Predominantly White Institution  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42435

\bibitem{asee_peer_42435}
  Dorvè-Lewis, G., \& Lewis, D. V., \& Bañuelos, M., \& Buswell, N. T., \& DeAngelo, L. (2023, June), \emph{A Narrative Analysis of Black, Latino/a/x, and Indigenous Students’ Sense of Belonging in Engineering at a Predominantly White Institution}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42435

Gerard Dorvè-Lewis, Danielle Vegas Lewis, Maricela Bañuelos, Natascha Trellinger Buswell, and Linda DeAngelo.  "A Narrative Analysis of Black, Latino/a/x, and Indigenous Students’ Sense of Belonging in Engineering at a Predominantly White Institution".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42435 Internet.  11 May, 2024

\bibitem{asee_peer_42435}
  Gerard Dorvè-Lewis, Danielle Vegas Lewis, Maricela Bañuelos, Natascha Trellinger Buswell, and Linda DeAngelo.
  "A Narrative Analysis of Black, Latino/a/x, and Indigenous Students’ Sense of Belonging in Engineering at a Predominantly White Institution".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42435 Internet.  11 May, 2024

@INPROCEEDINGS{asee_peer_42435
author = "Gerard Dorvè-Lewis, Danielle Vegas Lewis, Maricela Bañuelos, Natascha Trellinger Buswell, and Linda DeAngelo"
title = "A Narrative Analysis of Black, Latino/a/x, and Indigenous Students’ Sense of Belonging in Engineering at a Predominantly White Institution"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42435}
number = {10.18260/1-2--42435}
}

TY  - CPAPER
AB  - Though studies have examined how unequal outcomes manifest for Black, Latino/a/x, and Indigenous (BLI) engineering students and how to address these inequalities, not enough work to date has privileged BLI student narratives to understand how they make meaning in the engineering environment given their unique situated histories. To begin to fill this gap, we use narrative analysis to unpack and give voice to the experiences of BLI students at a Predominately White Institution and explore how BLI students make meaning of their experiences in engineering. Data were derived from a multi-institutional mixed methods study that engages in an educational improvement activity and follows students longitudinally across their college experience. This study is based on interviews at two timepoints with eight BLI participants. Narrative analysis was employed to understand and construct stories regarding the evolution of how participants interpreted their experiences of how sense of belonging was created, enhanced, or impeded within engineering environments. Findings from this study indicate that engagement in a range of communities can help to mitigate the negative effects of identity-related obstacles and can enhance BLI students’ sense of belonging. Participants found and engaged in community in a variety of ways, through formal and informal capacities and in both individual and group contexts. Our results also indicate that despite the additional barriers that BLI students experience, they continue to espouse the meritocratic belief that anyone, regardless of identity, has an equal opportunity to become an engineer. The implications of this belief for BLI student success are discussed in the paper. 

AU  - Gerard Dorvè-Lewis
AU  - Danielle Vegas Lewis
AU  - Maricela Bañuelos
AU  - Natascha Trellinger Buswell
AU  - Linda DeAngelo
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - A Narrative Analysis of Black, Latino/a/x, and Indigenous Students’ Sense of Belonging in Engineering at a Predominantly White Institution
UR  - https://peer.asee.org/42435
DO  - 10.18260/1-2--42435
ER  -