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

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/JNEGROEDUCATION.84.1.0040

Jennifer O. Burrell, L. Fleming, Afiya C. Fredericks

引用次数: 27

Abstract

Abstract:Despite diversity challenges in engineering education regarding Black males in particular, little is known about the factors that Black males attribute to their persistence in engineering. This study examines the college experiences of 15 Black males majoring in engineering at a historically Black university and the factors they believe help or hinder their persistence. The analysis of semi-structured focus group data revealed that Black males’ college experiences are partially determined by their status as either domestic or international. Findings suggest that several well-established and motivation-relevant constructs (e.g., teacher expectations, self-theories of intelligence, and peer support) influence both groups. Implications for future research, as well as higher education policy and practice are discussed.

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国内和国际学生事务:HBCU工程专业黑人男性的大学经历

摘要:尽管黑人男性在工程教育方面面临着多样性挑战，但人们对黑人男性坚持从事工程教育的因素知之甚少。本研究调查了15名黑人男性在一所历史悠久的黑人大学主修工程的大学经历，以及他们认为有助于或阻碍他们坚持不懈的因素。对半结构化焦点小组数据的分析显示，黑人男性的大学经历部分取决于他们的国内或国际地位。研究结果表明，一些完善的和与动机相关的构念(例如，教师期望、智力自我理论和同伴支持)对两个群体都有影响。讨论了对未来研究的启示，以及高等教育政策和实践。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.