2026 ASEE Annual Conference & Exposition
Mapping Black Scholarship in Engineering Education: Publication Venues and Barriers to Dissemination (Work in Progress)
Presented at Minorities in Engineering Division(MIND) Technical Session 9
This Work in Progress paper (for MIND) presents the early stages of a research initiative focused on identifying Black scholars in engineering education and conducting a thorough synthesis of the knowledge produced by these scholars in advancing the field. This work is part of a broader effort to understand the collective knowledge production of Black scholars and the structural barriers that shape how (and where) their work is disseminated and recognized within the field. This inquiry builds on foundational work in mathematics and science education that sought to identify Black scholars and examine the strategies they employed to advance racial justice through their research (Ridgeway & McGee, 2018; Morton et al., 2022). Inspired by these efforts, our team developed a discipline-specific approach to locating Black engineering education researchers and analyzing their publication patterns over the last decade. The process began with a community-based outreach effort, including a targeted email distributed through personal networks and the Racial Revolutionary Inclusive Guidance in Health Throughout STEM (R-RIGHTS) listserv. This call yielded 29 responses, which were added to an existing list of over 80 self-identified scholars of color in STEM from the R-RIGHTS website. From this combined pool, we developed a working list of Black scholars engaged in engineering education research across various institutions. To identify the publication outlets associated with the scholars’ work, we conducted a systematic search using EBSCOhost. Specifically, each scholar’s full name was entered with the term “engineering education.” This search yielded a subset of scholars whose work explicitly appears under that disciplinary label. Bounding our work by the given criteria acknowledges that scholars could potentially be publishing relevant work outside of traditional engineering education venues. However, at this stage of the process, we have identified 89 scholars, with 47 of those being identified through the EBSCO search and linked to a total of 181 publications associated with engineering education. For the analysis, we are focusing on the top 10 journals—spanning engineering education specific to interdisciplinary and justice-oriented outlets—in which these scholars have published most frequently. This approach will not only position us to highlight their knowledge contribution but also the patterns of visibility and dissemination as experienced by Black scholars amongst the most influential publication outlets in the field. The team is currently analyzing these sources to better understand the content, themes, and dissemination patterns of Black scholarship in engineering education. This mapping effort represents a foundational step toward building a deeper understanding of the collective of Black knowledge contributions to the field. By the time of the conference, we aim to present a visualization demonstrating these explicit knowledge contributions mapped across the publication landscape to offer insight into how Black scholarship has shaped engineering education, as well as what can be done to support and amplify Black scholarly contributions more effectively.
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Dr. Monica Lynn Miles
http://orcid.org/0000-0003-0006-1842
University at Buffalo, The State University of New York
[biography]
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Dr. Brooke Charae Coley Arizona State University, Polytechnic Campus [biography]
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Joshua Owusu Ansah Arizona State University [biography]
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Terrell R Morton University of Illinois at Chicago [biography]
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Dr. Ebony Omotola McGee The Johns Hopkins University [biography]
The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026