Expanding conceptualizations of engineering persistence: Examining four undergraduate Black men's dual-degree experiences

Abstract

Background

There have been many efforts designed to broaden the participation of racially minoritized groups in engineering fields, including Black men. One pathway to attaining an undergraduate engineering degree is the dual-degree program, which has been in existence for several decades. However, much remains unknown about students' experiences in these programs. This study contributes new knowledge by studying four Black male college students who are matriculating through a dual-degree program and expanding conceptualizations of engineering persistence.

Purpose

The purpose of this article is to examine the experiences of four Black male dual-degree engineering majors using the transfer-receiving framework. In so doing, this article also explores their pre-college interests that catapulted their engineering aspirations.

Methods

This study employs the case study methodological approach to understand the four Black men's experiences. More specifically, the study uses multiple cases to build descriptions and explanations, offer different viewpoints, and produce compelling interpretations across the cases.

Findings

The data revealed three overarching themes. The participants (i) had different, yet meaningful pre-college experiences that ignited their engineering interests; (ii) took advantage of the support mechanisms at the engineering-granting institution; and (iii) navigated various challenges as dual-degree students.

Conclusion

The study provides recommendations for practice, policy, and future research about ways to study and acquire more knowledge of dual-degree engineering programs, improve the transfer process, and cultivate future Black male engineers.