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

• Published in: The Journal of Negro education Vol. 84; no. 1; pp. 40 - 55
• Main Authors: Burrell, Jennifer O, Fleming, Lorraine, Fredericks, Afiya C
• Format: Journal Article
• Language: English
• Published: Washington The Journal of Negro Publication 2015; Journal of Negro Education; Howard University School of Education; Howard University, School of Divinity
• Subjects: Academic Achievement; Academic Persistence; African American Achievement; African American Students; African Americans; Black college students; Black Colleges; Black people; Blacks; College campuses; College students; Colleges; Colleges and universities; Education; Education policy; Engineering; Engineering Education; Enrollments; Focus groups; Foreign Students; Higher education; Historically Black Colleges & Universities; Intelligence; International Education; International students; Investigations; Learning; Majors (Students); Males; Men; Minority group students; Participation; Peer Relationship; Predominantly White Institutions; Professional relationships; STEM education; Stereotypes; Student Experience; Students; Success; Teacher Expectations of Students; Teachers; Undergraduate Students; Universities; United States > US
• ISSN: 0022-2984; 2167-6437
• DOI: 10.7709/jnegroeducation.84.1.0040

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.