Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads

Many explanations for why students leave engineering programs fail to look more closely at unique help-seeking cultural norms of first-generation (“first-gen”) students that tend to conflict with help-seeking cultural norms of undergraduate engineering programs. “First-gen” in this study applies to...

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Main Author: Dansby Russell, Megan
Language:English
Published: 2020
Subjects:
Online Access:https://doi.org/10.7916/d8-kgs7-bs76
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spelling ndltd-columbia.edu-oai-academiccommons.columbia.edu-10.7916-d8-kgs7-bs762020-08-01T05:02:21ZUnderstanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering UndergradsDansby Russell, Megan2020ThesesEducationEngineering--Study and teaching (Higher)Race discriminationDiscrimination in higher educationCollege teachers--AttitudesMany explanations for why students leave engineering programs fail to look more closely at unique help-seeking cultural norms of first-generation (“first-gen”) students that tend to conflict with help-seeking cultural norms of undergraduate engineering programs. “First-gen” in this study applies to students with neither parent nor guardian holding a four-year bachelor’s degree, while “continuing-gen” applies to continuing-generation students with at least one parent holding a bachelor’s degree. Although statistical odds are stacked against many first-gens, some of these individuals persevere through rigorous engineering programs using effective help-seeking strategies. This mixed methods study explores what patterns in help-seeking beliefs and behaviors may be specific to Black first-gen undergraduates relative to other first-gen and continuing-gen peers. This study also seeks to understand the help-seeking experiences of Black first-gen engineering undergraduates that contribute to the observed pattern differences among demographics. Additionally, this study aims to understand how successful help-seeking strategies and experiences of Black first-gens allow them to persevere in engineering. Likert scale questionnaire responses revealed that the Black first-gens in this study were less comfortable seeking academic help from faculty relative to other first-gen and continuing-gen peers. Qualitative interviews revealed that a primary reason for this discomfort stemmed from faculty behaviors that discouraged help-seeking attempts such as making demeaning comments, singling out Black students in class, impatience during office hours, no regard for class comprehension, and a lack of personal connection. The Black first-gens in this study managed to persevere in engineering by turning to religious faith and community for support, having fictive kin relationships with personable faculty, and adopting a mix of independent and interdependent norms within their study groups. These findings help inform institutions about improving the help-seeking experiences of Black first-gen engineering undergraduates. Additionally, this research provides useful guidance to other Black first-gen students about effective help-seeking strategies in engineering.Englishhttps://doi.org/10.7916/d8-kgs7-bs76
collection NDLTD
language English
sources NDLTD
topic Education
Engineering--Study and teaching (Higher)
Race discrimination
Discrimination in higher education
College teachers--Attitudes
spellingShingle Education
Engineering--Study and teaching (Higher)
Race discrimination
Discrimination in higher education
College teachers--Attitudes
Dansby Russell, Megan
Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
description Many explanations for why students leave engineering programs fail to look more closely at unique help-seeking cultural norms of first-generation (“first-gen”) students that tend to conflict with help-seeking cultural norms of undergraduate engineering programs. “First-gen” in this study applies to students with neither parent nor guardian holding a four-year bachelor’s degree, while “continuing-gen” applies to continuing-generation students with at least one parent holding a bachelor’s degree. Although statistical odds are stacked against many first-gens, some of these individuals persevere through rigorous engineering programs using effective help-seeking strategies. This mixed methods study explores what patterns in help-seeking beliefs and behaviors may be specific to Black first-gen undergraduates relative to other first-gen and continuing-gen peers. This study also seeks to understand the help-seeking experiences of Black first-gen engineering undergraduates that contribute to the observed pattern differences among demographics. Additionally, this study aims to understand how successful help-seeking strategies and experiences of Black first-gens allow them to persevere in engineering. Likert scale questionnaire responses revealed that the Black first-gens in this study were less comfortable seeking academic help from faculty relative to other first-gen and continuing-gen peers. Qualitative interviews revealed that a primary reason for this discomfort stemmed from faculty behaviors that discouraged help-seeking attempts such as making demeaning comments, singling out Black students in class, impatience during office hours, no regard for class comprehension, and a lack of personal connection. The Black first-gens in this study managed to persevere in engineering by turning to religious faith and community for support, having fictive kin relationships with personable faculty, and adopting a mix of independent and interdependent norms within their study groups. These findings help inform institutions about improving the help-seeking experiences of Black first-gen engineering undergraduates. Additionally, this research provides useful guidance to other Black first-gen students about effective help-seeking strategies in engineering.
author Dansby Russell, Megan
author_facet Dansby Russell, Megan
author_sort Dansby Russell, Megan
title Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
title_short Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
title_full Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
title_fullStr Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
title_full_unstemmed Understanding the Academic Help-Seeking Strategies and Experiences of Black First-Generation Engineering Undergrads
title_sort understanding the academic help-seeking strategies and experiences of black first-generation engineering undergrads
publishDate 2020
url https://doi.org/10.7916/d8-kgs7-bs76
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