Enhancing Engineering Identity Among Boys of Color

Henderson, Jerrod A.; Rangel, Virginia Snodgrass; Holly, James; Greer, Rick; Manuel, Mariam

doi:10.7771/2157-9288.1311

Cited by 12 publications

(9 citation statements)

References 29 publications

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“…Much of the research on early STEM experiences for Black males has explored elementary and middle school Black youth and their mathematics and science interests (e.g., Berry et al, 2011; Coleman & Davis, 2020; Henderson et al, 2021; Nasir & Shah, 2011). The existing work in this space helped to build a foundation for understanding the impact of Black men's early experiences and provided evidence for the value of precollege mathematics and science programming, role models, asset‐based strategies, and academic support and success strategies.…”

Section: Review Of Literaturementioning

confidence: 99%

“They are here to support me”: Community cultural wealth assets and precollege experiences of undergraduate Black men in engineering

Smith

2022

J of Engineering Edu

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Background: Families and community networks serve as sources of cultural capital and provide resources that aid the development of Black male engineers. Community cultural wealth (CCW) has been leveraged by engineering education scholars to understand and highlight student and community assets available in communities of color. Little is known about the diverse ways that Black families support engineering education pathways.Purpose: This study characterized the diverse forms of support that Black families and extended family members provided to undergraduate Black men along their precollege engineering pathways. Method: Thirteen Black undergraduate men majoring in engineering participated in focus groups at two predominantly White institutions in different regions of the United States. Findings: The findings suggest that Black parents are engaged in the engineering learning and development of Black males, which opposes the deficit framing of Black parental engagement. The data revealed how the forms of capital overlap. A compelling finding is that capital has a bidirectional nature-meaning that participants described instances of receiving and providing capital.Conclusions: CCW framework provided a lens to explore how Black men were supported by their family networks and how they used capital to maneuver noninclusive engineering environments. The findings substantiate the role of Black parental engagement on engineering education pathways. This work promotes these parental engagement practices as worthy of inclusion in the canons of effective evidence-based parental engagement strategies that encourage engineering learning and participation.

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Section: Review Of Literaturementioning

confidence: 99%

“They are here to support me”: Community cultural wealth assets and precollege experiences of undergraduate Black men in engineering

Smith

2022

J of Engineering Edu

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“…An additional outcome of this work was that open-ended responses pointed to early evidence of how this activity might impact student engineering identity especially as it relates to interest and feelings of competence. 23 , 38 , 39 The activity not only points to areas of student growth and areas for improving the activity but also gives us a direct line of inquiry for connecting the work to future engineering identity research. We also plan to further explore, for example, extending the activity to additional students of varying ages and backgrounds as well as extending the activity over multiple days.…”

Section: Resultsmentioning

confidence: 99%

“…Informal learning offers an ideal opportunity to connect learning to students’ experiences and identities − because there is increased instructional flexibility, and the stakes are lower than in a traditional classroom . This work aims to present an interactive activity to sort recycled waste and assess its impact on students’ understanding of plastic sorting and recycling.…”

Section: Introductionmentioning

confidence: 99%

Hands-On Activity Illustrating the Sorting Process of Recycled Waste and Its Role in Promoting Sustainable Solutions

Monegro,

Graham,

Steele

et al. 2024

J. Chem. Educ.

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Effective recycling is not merely a matter of collecting waste; it also requires meticulous categorization to maximize the potential for reusing material and minimizing waste sent to landfills. Education and awareness of the sorting and recycling process bottlenecks need to be emphasized and extended beyond higher educational contexts (e.g., in multiple stages of educational pathways, such as middle or high school). Hence, this project introduces a hands-on plastic sorting activity where students use recycled waste to be sorted based on their physical properties. Several tools were provided to perform the separation, such as water, sieves, magnets, and manual/visual separation while considering the time and cost associated with each tool. The activity was evaluated by pre- and post-evaluations based on Likert-scale and open-ended questions grouped in several categories related to the sorting process. In several categories, we observed that the activity enhanced student knowledge (e.g., general sorting understanding), while in other categories, there was no growth. From open-ended questions, students expressed an understanding of how to sort recycled waste and an appreciation for the trade-offs in developing sorting solutions. This activity effectively enhanced students’ awareness of the sorting process of recycled waste. It lays the foundation for future inquiry and outreach project design.

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“…Ortiz et al also recommended having teachers form STEM clubs that promote STEM learning, build leadership skills, and leverage connections with business and industry as well as within the home and community. Similarly, Henderson et al (2021) argued that there are three key mechanisms for forming an engineering identity in Black boys: (a) practicing STEM, (b) exposure to STEM role models, and (c) access to STEM mentors.…”

Section: Review Of Literaturementioning

confidence: 99%

Equity perspectives of school stakeholders regarding the representation and access of black male students in an academy of engineering

Fletcher

Moore

Ford

2023

School Sci & Mathematics

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In this study, we utilized a case study approach to examine the perspectives of 20 school stakeholders regarding equitable ways they promote and broaden the participation of Black male students in a high school academy of engineering (AOE). Madison River Academy (pseudonym) is a comprehensive high school with an AOE embedded in it. The ethnic and racial backgrounds of students at Madison River Academy are 68.8% Black, 14.4% Latinx, 8.7% White, 4.3% Asian, and 3.4% Multiracial. Three themes emerged from our data analyses of the school stakeholder interviews, including the following: (a) a cultural mismatch: denoting the cultural disconnect between teachers and Black male students; (b) math as a gatekeeper: symbolizing mathematics as a barrier Black male participation in the AOE; and (c) promoting equitable access: representing strategies the school stakeholders discussed that could address the equity issues within the AOE. More specifically, within the promoting equitable access theme, two subthemes emerged: building vertical pathways from middle to high school and applying science, technology, engineering, and mathematics (STEM) pathways. We provide recommendations for addressing the equity issues within our case study and promoting higher levels of participation of Black male students in the AOE.broadening participation in STEM, career academy, culturally relevant pedagogy, culturally responsive pedagogy, equity Even though Blacks comprise 12% of the workforce, Blacks represent only 5% of the workforce in science and engineering occupations (National Science Board, 2018). Even further, in the 2017-2018 academic year, Black students earned only 7% of baccalaureate degrees in STEM. Within 2-year colleges, Black students represented 13% of the population in STEM technician education programs (e.g., programs preparing students to attain an associate degree of applied science in engineering technologies, computer and information sciences, science technologies, and agriculture), compared to 68% for White students. Black students represented 8% of science and engineering

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Enhancing Engineering Identity Among Boys of Color

Cited by 12 publications

References 29 publications

“They are here to support me”: Community cultural wealth assets and precollege experiences of undergraduate Black men in engineering

“They are here to support me”: Community cultural wealth assets and precollege experiences of undergraduate Black men in engineering

Hands-On Activity Illustrating the Sorting Process of Recycled Waste and Its Role in Promoting Sustainable Solutions

Equity perspectives of school stakeholders regarding the representation and access of black male students in an academy of engineering

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