A Phenomenological Inquiry of College Engineering Students with Low-Income and Economic Marginalization: Implications for High School Counselors

Abstract

The purpose of this transcendental phenomenological qualitative study was to describe the precollege interactions of undergraduate engineering students with low-income and economic marginalization (LIEM). Our analysis yielded three major themes regarding precollege interactions: (a) family and kinship as a source of motivation, (b) educators as encouragers, and (c) building bridges with professionals. We discuss the importance of these findings within the community cultural wealth framework, highlighting important considerations and implications for school counselors.