It’s a Vibe: understanding the graduate school experiences of Black male engineering faculty

Abstract

Purpose In spite of ongoing and recent initiatives aimed at broadening participation in engineering, the representation of diverse groups of learners in engineering graduate programs in the USA remains a challenge. Foregrounding the voices of 26 Black male engineering faculty, this study aims to investigate how institutions might recruit and retain more Black men in engineering graduate programs. Design/methodology/approach For this study, inductive thematic analysis was used. Findings The authors show that three themes, namely, representation as an asset, invested mentors and faculty, and supportive peer networks described as the “Vibe” manifest as crucial elements for successful recruitment and retention of Black men in engineering graduate programs. Originality/value These findings are meant to augment the conversation around diversity, equity and inclusion in engineering graduate programs and to address a dearth of published research on the Black male engineering population. This work is also meant to help institutions conceptualize ways to create a “Vibe” that might be transferable to their institution’s sociocultural context.