Erscheint 6 Ausgaben pro Jahr
ISSN Druckformat: 1072-8325
ISSN Online: 1940-431X
Indexed in
RETHINKING RACE IN STUDENT-FACULTY INTERACTIONS AND MENTORING RELATIONSHIPS WITH UNDERGRADUATE AFRICAN AMERICAN ENGINEERING AND COMPUTER SCIENCE MAJORS
ABSTRAKT
The purpose of this article is to explore the role of race in the interactions of undergraduate African American engineering and computer science majors with faculty members from a variety of racial backgrounds. Through an embedded multiple-case-study design, 37 African American college students were interviewed at two predominantly white public research universities. A pattern matching analytical technique led to three key findings: expectations of same-race faculty members, negative interactions with white faculty members, and race is not a barrier for faculty-student interactions outside the classroom. Findings suggest students desire more interactions with same-race faculty members in engineering and computer science. A small, but important faction of participants described negative interactions with a white faculty member and the serious potential impact of this experience. In the absence of a critical mass of African American faculty, a number of participants described positive interactions with faculty from similar and different racial backgrounds. African American, white, and Asian faculty members were identified as initiating contact with study participants and demonstrated a student-centered focus on the academic success of participants and their overall well-being. This paper concludes with a discussion and implications for policy, practice, and future research.
-
Newman Christopher B., Minority engineering programs at a crossroads, Journal for Multicultural Education, 10, 2, 2016. Crossref
-
Learning from the Best, in Innovative Research in Life Sciences, 2018. Crossref
-
Mack Naja A., Cummings Robert, Huff Earl W., Gosha Kinnis, Gilbert Juan E., Exploring the Needs and Preferences of Underrepresented Minority Students for an Intelligent Virtual Mentoring System, in HCI International 2019 – Late Breaking Posters, 1088, 2019. Crossref
-
Davis Shannon N., Garner Pamela W., Jones Rebecca M., Mahatmya Duhita, The role of perceived support and local culture in undergraduate research mentoring by underrepresented minority faculty members: findings from a multi-institutional research collaboration, Mentoring & Tutoring: Partnership in Learning, 28, 2, 2020. Crossref
-
Cummings Robert, Huff Earl, Mack Naja, Womack Kevin, Reid Amber, Ghoram Brandon, Gilbert Juan, Gosha Kinnis, Vlog Commentary YouTube Influencers as Effective Advisors in College and Career Readiness for Minorities in Computing: An Exploratory Study, 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 2019. Crossref
-
Cummings Robert, Dennis Sonya, Mack Naja, Nias Jaye, Gosha Kinnis, Developing a Question Corpus for a Conversational Agent Designed to Prepare Interested Black Undergraduates for the Professoriate in STEM, 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), 2019. Crossref
-
Cruz Joshua, Goff Maria H., Marsh Josephine P., Building the mentoring relationship: humanism and the importance of storytelling between mentor and mentee, Mentoring & Tutoring: Partnership in Learning, 28, 2, 2020. Crossref
-
Muñoz José A., Villanueva Idalis, Latino STEM Scholars, Barriers, and Mental Health: A Review of the Literature, Journal of Hispanic Higher Education, 21, 1, 2022. Crossref
-
Guzzardo Mariana T., Khosla Nidhi, Adams Annis Lee, Bussmann Jeffra D., Engelman Alina, Ingraham Natalie, Gamba Ryan, Jones-Bey Ali, Moore Matthew D., Toosi Negin R., Taylor Sarah, “The Ones that Care Make all the Difference”: Perspectives on Student-Faculty Relationships, Innovative Higher Education, 46, 1, 2021. Crossref