2025 ASEE Annual Conference & Exposition

The National Science Foundation (NSF) awarded a significant grant in 2023 to investigate the motivations behind Black students' choice of engineering technology over other engineering disciplines. This research is crucial as it addresses a gap in understanding the factors influencing academic choices among underrepresented groups in engineering fields. The findings from Phase 1 of this project reveal essential insights into students' experiences, particularly concerning faculty engagement and institutional support, which are pivotal for fostering persistence and success among minority students in engineering Burt et al. [1-3]. Research has consistently shown that faculty engagement plays a vital role in the academic success of underrepresented students. For instance, Berhane et al. [2] Highlighted the importance of positive interactions with faculty at two-year colleges, noting that such relationships significantly contribute to the persistence and transfer of Black engineering students [2].

Similarly, Henderson et al. emphasized how supportive faculty environments can enhance the experiences of minority students, leading to improved academic outcomes. [3]. These studies underscore the necessity of creating supportive academic environments that recognize and address underrepresented students' unique challenges in STEM. Moreover, the intersectionality of race and gender significantly shapes students' experiences in engineering disciplines. Campbell-Montalvo et al. [4].

Their findings suggest that understanding these dynamics is essential for developing effective strategies to support underrepresented students in engineering and STEM fields. In addition to addressing challenges, the research from Phase 1 also highlights successes achieved throughout the project. Participants reported that the supportive environments fostered by faculty and institutional programs were instrumental in their academic journeys. For example, Burt et al. [1] found that underrepresented students in STEM benefit from programs that provide validation and encouragement from faculty, which enhances their sense of belonging and commitment to their fields [1].

This aligns with the findings of Okstad et al [5], who noted that institutional leaders play a crucial role in cultivating environments that support the success of underrepresented racial minority students in STEM[5]. The insights gained from this research contribute to the academic discourse surrounding engineering education and offer practical recommendations for institutions. Institutions can better serve their diverse student populations by focusing on enhancing support systems and promoting positive environments within engineering technology programs. This study aims to illuminate the pathways that lead students to choose engineering technology, fostering hope for more inclusive and supportive educational environments.