The journey of African American women in 3/2 dual degree engineering program(s): transitioning across institutional cultures and learning contexts

2018-05-01It is critical to examine educational pathways that may be important for African American women success in engineering. One such pathway is the partnership between HBCUs and engineering programs at four‐year research institutions, also known as the dual‐degree engineering program (DDEP). Using critical race theory (Crenshaw, 1989; Delgado & Stefancic, 2001), Yosso's (2005) community cultural wealth framework, and Harper's (2010) anti‐deficit model, the purpose of the study was to examine the journey of African American women who persist in engineering through the dual‐degree engineering program and the impact it has on their personal and professional identity as engineers. Data from a qualitative multi‐site study was analyzed to understand how such programs as DDEP may uniquely promote retention among African American women and uncover the social conditions that promote their persistence. Findings from this study indicate that the women bring a set of skills, perspectives, and resources to engineering and engineering education that stem from their identity as both African Americans and as women. Thus, the women utilized and adapted "funds of knowledge and tools" they gained from their communities and the women's HBCU to strategically persist in engineering. Understanding the culture, climate, and infrastructure of engineering programs that reinforce racial and gender stereotypes, engender feelings of racial and gender subordination, and disproportionately validate and privilege members of white racial identities at the expense of African Americans, especially African American women, could lead to better targeted interventions and program support to improve the educational outcomes for African American women and other women of color in engineering