2024 ASEE Annual Conference & Exposition

The field of engineering, traditionally dominated by homogenous groups, is undergoing a transformative shift towards embracing diversity and inclusion. As institutions aim to diversify their student bodies, it is imperative to understand the multifaceted experiences of students from underrepresented backgrounds, particularly those students who are the first in their family to pursue a college degree. Moreover, examining the experiences of students at different academic stages provides a nuanced understanding of the evolving challenges and opportunities faced by first-generation students in engineering. Comparing and contrasting these viewpoints can empower institutions to foster an environment that is truly inclusive from start to finish. This paper is a subset of a project focused on investigating minoritized engineering undergraduate students at a large, public, land-grant university in the Midwest. Through detailed, hour-long, semi-structured interviews, participants shared their experiences as minoritized engineering students, especially as their experiences relate to their own mental health. This paper specifically explores the narratives of two participants, illustrating the contrast in perspectives of a first-year and fourth-year first-generation student. This paper underscores the importance of continual dialogue with first-generation students, emphasizing that true inclusivity in engineering education extends beyond mere integration; it demands sustained understanding and unwavering support.