2023 ASEE Annual Conference & Exposition

For decades, predominantly white educational institutions welcomed a homogenous body of students with similar socio-economic and academic backgrounds. However, for the past few years, universities and colleges have seen an increase in the number of students coming from diverse backgrounds (Pope et al., 2009; Mayhew et al., 2016; Quaye and Harper, 2015). These students, particularly underrepresented minorities (URM) have experienced negative challenges as a result of an inadequate campus climate, the curricula, and policies set by most universities and colleges. Recent acts of hate and violence against Black people combined with their low retention and graduation rates forced many institutions to take actions and seek ways to better support URM including Black students.

The goal of this study is to describe and address the negative experience of the increasing number of Black students at this PWI. Specifically, we aim to 1) identify the problems/challenges students face or have experienced on campus; 2) document their needs to feel supported and fully included as members of the community, and 3) co-design, evaluate and implement interventions to improve the campus climate for them.
We used qualitative and quantitative research methods based on firsthand accounts of students and alumni to reveal their experiences. Our main results suggest that Black students had issues transitioning and adjusting to campus life during their first two years. Students also experienced challenges adapting to their course curricula and campus life because of the lack of exposure to resources that the institution offers. For example, about 6 in 10 respondents (N=115) were not able to participate in a First Year experience program where faculty and peer advisors help students adapt to campus life and learn about campus resources. Students also reported being victims of attacks in dorms and classrooms. We found that most of the microaggressions perpetuated on Black students come from within the community including 57% from non-Black peers and 10% from faculty. Finally, students reported challenges working in teams and feeling diminished and non-respected by their peers.

Through this project, we aim to identify and address the key issues this group of students face from their matriculation to their graduation. The study provides an opportunity for STEM institutions to better serve Black students and institutionalize models that foster inclusion and the sense of belonging.