ABSTRACT
Focus group conversations were previously reported for minority students from 11 engineering schools. This study describes the analysis of a mini-survey administered during the focus group sessions to augment group discussions which can be dominated by strong personalities, thereby skewing the results. One hundred and forty-four students, comprised of 51.4% African American, 36.8% Hispanic, and11.8% of “Other” ethnicities, completed three open-ended questions and a fourth question on the effectiveness of seven academic support program components. Student responses were coded for thematic content, tabulated, and then entered into regression equations against four measures of achievement. Responses positively associated with achievement indices were then factor analyzed to isolate common clusters associated with success in engineering. While the most frequent student responses to the four questions were skill in math, dedication, focus, and study groups respectively, the five emerging factors associated with greater student success were: (1) participation in effective program components that provide practical engineering experience—project or problem-based courses, research experience, and industry internships; (2) a burning desire to become an engineer and reap its economic benefits; (3) taking advantage of all resources provided; (4) combining motivation and dedication with effective time management; and (5) involvement in MEP programs. The results are noteworthy in suggesting that the first and foremost success factor for minorities in engineering is exposure to engineering itself. Analyses by gender within ethnicity also suggest that success factors minority women also include inner qualities of psychological reliance and a fierce inner drive that may serve them well in the male world of engineering.
