“They Helped Me to Get Through”: Investigating Institutional Sources of Support at Two-Year Colleges that Facilitate the Transfer and Persistence of Black Engineering Students
Introduction: While a considerable amount of extant scholarship describes the importance of and strategies for improving the postsecondary pathways of Black engineering students, most literature is contextualized within 4-year institutions. Objectives: The purpose of this article is to illuminate Bl...
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Veröffentlicht in: | Community college review 2023-01, Vol.51 (1), p.103-127 |
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description | Introduction:
While a considerable amount of extant scholarship describes the importance of and strategies for improving the postsecondary pathways of Black engineering students, most literature is contextualized within 4-year institutions.
Objectives:
The purpose of this article is to illuminate Black engineering students’ experiences at community colleges in order to understand ways in which they engage different types of 2-year institutional support.
Methods:
We draw from data obtained through a series of focus groups and interviews facilitated between fall 2018 and fall 2019 with 13 engineering undergraduates.
Results:
Findings include evidence of important connections with faculty at 2-year colleges, such as positive engagement with them inside the classroom, as well as during office hours and general advising. In addition, we describe support from academic advisors regarding transfer pathways, as well as from campus staff who helped identify scholarships or other valuable resources on campus.
Conclusion:
We offer implications and conclusions that highlight the tremendous capacity of community colleges to support and educate future Black engineers. We also discuss the significance of underrepresented students of color working closely with faculty, adding that research to date notes that these interactions often tenuous for underrepresented racial and ethnic minorities. Finally, we discuss ways in which our results can inform the broader landscape of undergraduate engineering education, which—like other STEM fields—has often created unwelcoming and competitive environments that lead to student attrition for students from all demographic backgrounds. |
doi_str_mv | 10.1177/00915521221125901 |
format | Article |
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While a considerable amount of extant scholarship describes the importance of and strategies for improving the postsecondary pathways of Black engineering students, most literature is contextualized within 4-year institutions.
Objectives:
The purpose of this article is to illuminate Black engineering students’ experiences at community colleges in order to understand ways in which they engage different types of 2-year institutional support.
Methods:
We draw from data obtained through a series of focus groups and interviews facilitated between fall 2018 and fall 2019 with 13 engineering undergraduates.
Results:
Findings include evidence of important connections with faculty at 2-year colleges, such as positive engagement with them inside the classroom, as well as during office hours and general advising. In addition, we describe support from academic advisors regarding transfer pathways, as well as from campus staff who helped identify scholarships or other valuable resources on campus.
Conclusion:
We offer implications and conclusions that highlight the tremendous capacity of community colleges to support and educate future Black engineers. We also discuss the significance of underrepresented students of color working closely with faculty, adding that research to date notes that these interactions often tenuous for underrepresented racial and ethnic minorities. Finally, we discuss ways in which our results can inform the broader landscape of undergraduate engineering education, which—like other STEM fields—has often created unwelcoming and competitive environments that lead to student attrition for students from all demographic backgrounds.</description><identifier>ISSN: 0091-5521</identifier><identifier>EISSN: 1940-2325</identifier><identifier>DOI: 10.1177/00915521221125901</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Academic Advising ; Academic Persistence ; Blacks ; College Faculty ; College students ; Community Colleges ; Engineering ; Engineering Education ; Focus Groups ; Minority groups ; School Personnel ; Social Support Groups ; Student Attrition ; Students ; Transfer Programs ; Transfer Students ; Two Year College Students ; Two Year Colleges ; Undergraduate Students</subject><ispartof>Community college review, 2023-01, Vol.51 (1), p.103-127</ispartof><rights>The Author(s) 2022</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c249t-8e3a0bc268e6c1c28135a81e595a966bb52ef556eb9e9adfaa511d3adb0dca123</citedby><cites>FETCH-LOGICAL-c249t-8e3a0bc268e6c1c28135a81e595a966bb52ef556eb9e9adfaa511d3adb0dca123</cites><orcidid>0000-0001-8164-1835 ; 0000-0002-4023-8799</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/00915521221125901$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/00915521221125901$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21819,27924,27925,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1356165$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Berhane, Bruk</creatorcontrib><creatorcontrib>Onuma, Felicia</creatorcontrib><creatorcontrib>Buenaflor, Shannon</creatorcontrib><creatorcontrib>Fries-Britt, Sharon</creatorcontrib><creatorcontrib>Ogwo, Ashley</creatorcontrib><title>“They Helped Me to Get Through”: Investigating Institutional Sources of Support at Two-Year Colleges that Facilitate the Transfer and Persistence of Black Engineering Students</title><title>Community college review</title><description>Introduction:
While a considerable amount of extant scholarship describes the importance of and strategies for improving the postsecondary pathways of Black engineering students, most literature is contextualized within 4-year institutions.
Objectives:
The purpose of this article is to illuminate Black engineering students’ experiences at community colleges in order to understand ways in which they engage different types of 2-year institutional support.
Methods:
We draw from data obtained through a series of focus groups and interviews facilitated between fall 2018 and fall 2019 with 13 engineering undergraduates.
Results:
Findings include evidence of important connections with faculty at 2-year colleges, such as positive engagement with them inside the classroom, as well as during office hours and general advising. In addition, we describe support from academic advisors regarding transfer pathways, as well as from campus staff who helped identify scholarships or other valuable resources on campus.
Conclusion:
We offer implications and conclusions that highlight the tremendous capacity of community colleges to support and educate future Black engineers. We also discuss the significance of underrepresented students of color working closely with faculty, adding that research to date notes that these interactions often tenuous for underrepresented racial and ethnic minorities. Finally, we discuss ways in which our results can inform the broader landscape of undergraduate engineering education, which—like other STEM fields—has often created unwelcoming and competitive environments that lead to student attrition for students from all demographic backgrounds.</description><subject>Academic Advising</subject><subject>Academic Persistence</subject><subject>Blacks</subject><subject>College Faculty</subject><subject>College students</subject><subject>Community Colleges</subject><subject>Engineering</subject><subject>Engineering Education</subject><subject>Focus Groups</subject><subject>Minority groups</subject><subject>School Personnel</subject><subject>Social Support Groups</subject><subject>Student Attrition</subject><subject>Students</subject><subject>Transfer Programs</subject><subject>Transfer Students</subject><subject>Two Year College Students</subject><subject>Two Year Colleges</subject><subject>Undergraduate Students</subject><issn>0091-5521</issn><issn>1940-2325</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><recordid>eNp1Uctu1DAUtRBIDIUPYIFkiXVaX6fOgx2Mpi8VUWmGBavoxrl5lGAH2wF11w-hX9E_6pfgaBAsKlZ-nJePL2OvQRwC5PmRECUoJUFKAKlKAU_YCspjkchUqqdsteDJQnjOXnh_LYSANJUrdv9w-2vX0w0_o3Gihn8kHiw_pcB3vbNz1z_c3r3j5-YH-TB0GAbTxVPchzkM1uDIt3Z2mjy3Ld_O02Rd4BjVP23yhdDxtR1H6iIe-nh9gnoYh4AhxvTEdw6Nb8lxNA2_IucHH8hoWsw-jKi_8o3pBkPkltxtmBsywb9kz1ocPb36sx6wzyeb3fosufx0er5-f5loeVyGpKAURa1lVlCmQcsCUoUFkCoVlllW10pSq1RGdUklNi2iAmhSbGrRaASZHrC3e9_J2e9z_IDqOnaNnX0l8zQvMhCQRxbsWdpZ7x211eSGb-huKhDVMpvq0Wyi5s1eE4vpv_zNRXxhBpmK-OEe99jRv9T_G_4GN86cxQ</recordid><startdate>202301</startdate><enddate>202301</enddate><creator>Berhane, Bruk</creator><creator>Onuma, Felicia</creator><creator>Buenaflor, Shannon</creator><creator>Fries-Britt, Sharon</creator><creator>Ogwo, Ashley</creator><general>SAGE Publications</general><general>SAGE PUBLICATIONS, INC</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0001-8164-1835</orcidid><orcidid>https://orcid.org/0000-0002-4023-8799</orcidid></search><sort><creationdate>202301</creationdate><title>“They Helped Me to Get Through”: Investigating Institutional Sources of Support at Two-Year Colleges that Facilitate the Transfer and Persistence of Black Engineering Students</title><author>Berhane, Bruk ; Onuma, Felicia ; Buenaflor, Shannon ; Fries-Britt, Sharon ; Ogwo, Ashley</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c249t-8e3a0bc268e6c1c28135a81e595a966bb52ef556eb9e9adfaa511d3adb0dca123</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Academic Advising</topic><topic>Academic Persistence</topic><topic>Blacks</topic><topic>College Faculty</topic><topic>College students</topic><topic>Community Colleges</topic><topic>Engineering</topic><topic>Engineering Education</topic><topic>Focus Groups</topic><topic>Minority groups</topic><topic>School Personnel</topic><topic>Social Support Groups</topic><topic>Student Attrition</topic><topic>Students</topic><topic>Transfer Programs</topic><topic>Transfer Students</topic><topic>Two Year College Students</topic><topic>Two Year Colleges</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Berhane, Bruk</creatorcontrib><creatorcontrib>Onuma, Felicia</creatorcontrib><creatorcontrib>Buenaflor, Shannon</creatorcontrib><creatorcontrib>Fries-Britt, Sharon</creatorcontrib><creatorcontrib>Ogwo, Ashley</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Community college review</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Berhane, Bruk</au><au>Onuma, Felicia</au><au>Buenaflor, Shannon</au><au>Fries-Britt, Sharon</au><au>Ogwo, Ashley</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1356165</ericid><atitle>“They Helped Me to Get Through”: Investigating Institutional Sources of Support at Two-Year Colleges that Facilitate the Transfer and Persistence of Black Engineering Students</atitle><jtitle>Community college review</jtitle><date>2023-01</date><risdate>2023</risdate><volume>51</volume><issue>1</issue><spage>103</spage><epage>127</epage><pages>103-127</pages><issn>0091-5521</issn><eissn>1940-2325</eissn><abstract>Introduction:
While a considerable amount of extant scholarship describes the importance of and strategies for improving the postsecondary pathways of Black engineering students, most literature is contextualized within 4-year institutions.
Objectives:
The purpose of this article is to illuminate Black engineering students’ experiences at community colleges in order to understand ways in which they engage different types of 2-year institutional support.
Methods:
We draw from data obtained through a series of focus groups and interviews facilitated between fall 2018 and fall 2019 with 13 engineering undergraduates.
Results:
Findings include evidence of important connections with faculty at 2-year colleges, such as positive engagement with them inside the classroom, as well as during office hours and general advising. In addition, we describe support from academic advisors regarding transfer pathways, as well as from campus staff who helped identify scholarships or other valuable resources on campus.
Conclusion:
We offer implications and conclusions that highlight the tremendous capacity of community colleges to support and educate future Black engineers. We also discuss the significance of underrepresented students of color working closely with faculty, adding that research to date notes that these interactions often tenuous for underrepresented racial and ethnic minorities. Finally, we discuss ways in which our results can inform the broader landscape of undergraduate engineering education, which—like other STEM fields—has often created unwelcoming and competitive environments that lead to student attrition for students from all demographic backgrounds.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/00915521221125901</doi><tpages>25</tpages><orcidid>https://orcid.org/0000-0001-8164-1835</orcidid><orcidid>https://orcid.org/0000-0002-4023-8799</orcidid></addata></record> |
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subjects | Academic Advising Academic Persistence Blacks College Faculty College students Community Colleges Engineering Engineering Education Focus Groups Minority groups School Personnel Social Support Groups Student Attrition Students Transfer Programs Transfer Students Two Year College Students Two Year Colleges Undergraduate Students |
title | “They Helped Me to Get Through”: Investigating Institutional Sources of Support at Two-Year Colleges that Facilitate the Transfer and Persistence of Black Engineering Students |
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