2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

The lack of diversity in engineering programs has been a persistent problem in the US. One of the largest disparities in engineering enrollment is with Black students. It is crucial to address the unique challenges that Black students face in gaining admission to engineering programs. Despite the resources and effort committed to addressing this issue, the percentage of Black students completing engineering programs has remained stagnant. To better understand the issue, we analyzed nearly 4,000 admissions records for Black students who applied to the College of Engineering at an urban, Tier 1, research institution. We identified trends and patterns in Black engineering enrollment and how the problem of underrepresentation in engineering programs affects the Black community.

To complete the analysis, we reviewed the secondary schools that each applicant attended. We classified the schools of the Black students that applied to the college to better understand the background of the population. For the purposes of the analysis, schools were separated into four categories: Private, Suburban Public, Urban Charter and Urban Public. The urban public category was separated into two subcategories: Magnet and Non-magnet. Our core research question is what percentage of Black students attended non-magnet secondary schools.

Using those aforementioned classifications, we will then compare the list to who is granted admission. Even though the majority of Black students in the U.S. attend non-magnet, urban public schools, less than 10% of the Black applied attended one of these schools. This means that there is an opportunity to create new pipelines into engineering programs from these schools.

This session will present our data and recommendations on future work. Additionally, we will present preliminary data on follow-up surveys from Black engineering students in four-year institutions. We will also provide recommendations on ways institutions can expand the pathways into non-magnet, urban public school districts.