Domestic and International Student Matters: The College Experiences of Black Males Majoring in Engineering at an HBCU

Burrell, Jennifer O.; Fleming, Lorraine; Fredericks, Afiya; Moore, Inez

doi:10.7709/jnegroeducation.84.1.0040

Cited by 21 publications

(9 citation statements)

References 35 publications

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“…The targeted population groups—students, faculty, and staff—are all interrelated and play a critical role in our conceptual frameworks of institutional support, sense of belonging, and how their institutions responded during the pandemic. While the role of engineering, STEM, and non‐STEM faculty at HBCUs has been well researched and discussed (Burrell et al, 2015; Craig, 2011; Mack et al, 2011; Mondisa, 2018; Perna et al, 2009; Ross et al, 2021), research centered around the role of staff within engineering education across all institution types is limited (Merton et al, 2009), and this is especially true for engineering at HBCUs. Within higher education, we know that staff are essential to the stakeholders they support, including faculty, students, and administrators (Kuo, 2009; Merton et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Fletcher

Jefferson

Boyd

et al. 2023

J of Engineering Edu

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Background: COVID-19 has spurred a global crisis that has disrupted everyday lives and impacted the traditional methods, experiences, and abilities of higher education institutions' students, faculty, and staff, especially at Historically Black Colleges and Universities (HBCUs).Purpose/Hypothesis: Given the pressing need demonstrated by the National Academies to advance the utilization of science, technology, engineering, and mathematics (STEM) education at HBCUs, this study aimed to explore the abrupt transition to remote teaching and learning at HBCUs guided by the following research question: How has COVID-19 impacted the success and persistence of engineering students, faculty, and staff at HBCUs? Design/Methods: Three surveys were developed, tested, piloted, and sent to HBCU stakeholders using a snowball sampling approach via email and social media outreach. Results: Of the 171 student respondents (126 engineering majors), 79% agreed that not being able to access faculty in person affected their academic performance. Additionally, across all HBCU stakeholders' surveys, students had a statistically significant higher response when asked if the transition to virtual learning increased their overall levels of stress and anxiety. Conclusions: During a global pandemic, HBCUs continue to provide a culture of support and inclusion for students, faculty, and staff in engineering. Increased stress levels experienced by students indicate that a safe and adequate transition back to campus is essential for their social and academic persistence. Due to the well-documented inequities HBCUs faced before the pandemic, the impact of this unprecedented on their continued contributions toward broadening participation in engineering for students should be further explored.

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Section: Discussionmentioning

confidence: 99%

Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Fletcher

Jefferson

Boyd

et al. 2023

J of Engineering Edu

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“…With autoethnography, I was able to offer a perspective that I believed was absent yet sorely needed, not because I am unique in and of myself, but because the sociohistorical legacy of Black men who have studied and are now teaching engineering is largely unknown. There is an abundance of valuable scholarship by Black men about Black men in learning engineering (Burrell et al, 2015;Burt et al, 2018;Flowers III, 2015;Moore, 2006;Strayhorn et al, 2013;Tolbert, 2016); even so, there remains a dearth of literature highlighting the experience of a Black man teaching engineering, particularly to other Black male youth. I asserted that speaking from the first-person perspective was necessary to make the case for why acknowledging and counteracting racism and systemic oppression should be intentionally embedded in any effort to broaden participation in engineering to Black males.…”

mentioning

confidence: 99%

Criticality Is Crucial: Fidelity in What We Say and What We Do

Holly

2021

Studies in Engineering Education

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Martin and Garza's (2020) article presented a commendable case for empowering marginalized students in engineering education research at a poignant moment in global history. Presenting the experiences of a Black woman navigating the consequences of structural educational barriers as Black Americans endured the consequences of structural injustices in health and law enforcement was quite compelling. This response extends the discussion of their work by engaging with two important questions: 1) What is autoethnography? and 2) How can White scholars support Black students without also reinforcing the benefits of White supremacy? Although these questions seem distinct-one focuses on the methodology, the other on the culture of scholarly practices-they represent a growing trend in engineering education research to use autoethnography as a way to present the voices of the marginalized. Because this trend has so much revolutionary potential, I provide some critical reflections on the culture of power in engineering education research and offer suggestions on how research practices can be healing-centered and power-shifting.

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“…10 years of age and younger, nearly 12% have a Black immigrant parent (Hernandez, 2012). Comparatively, the lived experiences of African immigrants and native-born African American collegians has been researched concerning educational attainment, choice, and academic outcomes (Foster, 2005;Hagy & Staniec, 2002;Massey et al, 2007;Tauriac & Liem, 2012); and how being Black is defined while interacting within higher educational spaces, predominantly White or otherwise (Anglin & Wade, 2007;Burrell, Fleming, Fredericks & Moore, 2015;Byrd et al, 2014;O. N. Thomas et al, 2009).…”

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confidence: 99%

Translanguaging as a Gateway to Black Immigrant Collegians’ Leadership Literacies

Hotchkins¹,

Smith

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Previous research suggested that first- or second-generation African immigrants comprised nearly a third of Black students attending selective U.S. colleges. While research frames the involvement of Black immigrant collegians as distinctly different from African American peers as it pertains to family goals, relationships, ethnic identity, and academic achievement, little is known about the ways in which Black immigrant collegians experience the perceptions of others about their literacy achievement in the academy. Purpose and Research Design This qualitative narrative inquiry applies CRiT walking in concert with translanguaging to examine the epistemological perspectives of six second-generation immigrant African male collegians experiencing structural placism and using academic literacies as they traverse a Hispanic-serving institution in rural Texas. Conclusion Structural racism excludes students of color from learning and leadership opportunities at predominantly White institutions. Our findings show that participants who used translanguaging by invoking two specific forms of linguistic repertoires, English standardized and cultural nonstandardized, to proactively respond to structural placism. Furthermore, participants associated being multilingual with race and leadership positionality in academic, organizational and cultural spaces. Moreover, African immigrant male collegians spoke of utilizing racially homogenous academic (e.g., study groups) and historically Black cocurricular organizations as spaces to engage in culturally safe ways that validated their intellectual and ethnic identities.

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Domestic and International Student Matters: The College Experiences of Black Males Majoring in Engineering at an HBCU

Cited by 21 publications

References 35 publications

Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Impact ofCOVID‐19 on sense of belonging: Experiences of engineering students, faculty, and staff at Historically Black Colleges and Universities (HBCUs)

Criticality Is Crucial: Fidelity in What We Say and What We Do

Translanguaging as a Gateway to Black Immigrant Collegians’ Leadership Literacies

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