2024 ASEE Annual Conference & Exposition

Minoritized students in engineering often encounter unique challenges and hurdles. These difficulties arise from numerous factors, including societal biases, lack of representation, and administrative barriers. This work-in-progress study examines the supports and barriers that exist for minoritized students enrolled in fundamental engineering courses at an urban R1 university. Solid mechanics is one of the foundational engineering subjects at this institution and is crucial for the success of students pursuing careers in various STEM fields. However, minoritized students frequently encounter difficulties and barriers that can hinder their academic progress and success. This study examines the factors contributing to the disparities in achievement among minoritized students through grounded theory methodology.
The solid mechanics course at this university has gone through notable changes in the past two years. Originally two different courses, solid mechanics is now an amalgamation of statics and material mechanics. Students have a lecture taught by a professor and a lab, taught by a graduate teaching assistant each week. The initial intention of combining courses was to reduce required credits for civil engineering students and help students tackle multiple difficult courses through a single course. However, it has been noticed that minoritized students could be doing better than their majority counterparts since the transition.
Our overall research project focuses on the student experience in this course through the grounded theory methodology. For this work-in-progress paper, the goal is to discuss the results through the lens of one case study using the question: What supports and barriers exist for minoritized students in a solid mechanics course? Sampling for this project included 50 students who took the course during the Fall 2021-Spring 2023 academic years. The case study unit is the students who took the course at this time with the same teaching assistant. Existing literature suggests that the barriers encountered by minoritized students in engineering courses are multi-faceted and include issues related to representation, stereotypical threats, and administrative inequalities. The lack of representation among faculties and peers can lead to feelings of isolation and imposter syndrome, while stereotype threat can undermine the students' confidence and performance. Administrative inequalities may result in limited access to educational resources and opportunities. To address these challenges, this research will discuss students' experiences at institutions, and instructors should implement inclusive teaching practices, increase diversity in faculty and student populations, and provide tailored support systems for minoritized students. This research contributes to a broader understanding of the complex dynamics at play in solid mechanics education, highlighting the importance of fostering an inclusive and equitable learning environment for all students, regardless of their representation.