August 23, 2022
June 26, 2022
June 29, 2022
Our transformative mixed-methods project, funded by the Division of Engineering Education and Centers, responds to calls for more cross-institutional qualitative and longitudinal studies of minorities in engineering education. Our project builds on prior work that demonstrated the impacts of gender and race on academic trajectories in Electrical, Computer, and Mechanical Engineering (EE, CpE, and ME, respectively) to answer the following questions: 1. Why do Black men and women choose and persist in, or leave, EE, CpE, and ME? 2. What are the academic trajectories of Black men and women in EE, CpE, and ME? 3. In what ways do these pathways vary by gender or institution? 4. What institutional policies and practices promote greater retention of Black engineering students?
In Year 4 of our project, the research team has engaged in deeper analysis of our quantitative data from the Multi-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD) database and our qualitative data from 79 in-depth interviews of students in the three study majors at our four study institutions. Expanding on findings presented in prior years, in this paper, we describe emergent results from three papers from Year 4 of our project. We also report on our plans for the upcoming year.
In Year 5, we will continue to explore how various institutional policies and practices shape student decisions and outcomes. This topic will be an integrative theme in all of our papers. To strengthen our discussion on institutional policies and practices, we will draw upon the recently published MIDFIELD policy analyses for our study institutions (https://midfield.online/policy-summary/).
Following further data analysis during Year 4, we have refined our research questions and intend to focus on specific groups, including Black ME students at all MIDFIELD institutions, Black women in PWIs and HBCUs in all majors, switchers in all majors, and Black men in CPE. The full paper describes four of our upcoming papers in more depth.
Mobley, C., & Orr, M., & Brawner, C., & Brent, R., & Manning, J., & Tidwell, M. (2022, August), Explaining Choice, Persistence, and Attrition of Black Students in Electrical, Computer, and Mechanical Engineering: Award# EEC-1734347 Grantee Poster Session - Year 4 Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/42007
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