ABSTRACT
The general literature on minority students in college finds similar issues of adjustment for African American and Hispanic students. This proved true for these students in engineering, as well. An online survey of the undergraduate engineering experience was completed by 260 Black students (African American, African and Caribbean) and 368 Hispanic students to assess success factors for minorities in engineering. The survey included measures of Minority Engineering Program participation, college adjustment, and background. The results showed that for both groups of students, a combination of academic skill sets, satisfaction with the engineering environment, and participation in critical program components, such as internships, contributed most to three measures of “success” in a series of statistical analyses.
Black students participated more in MEP components, and their success depended more on program involvement. Matriculation in one of the Historically Black Colleges and Universities (HBCUs) contributed significantly to enhanced 6-year graduation rates for African American students. There was evidence that making a happy adjustment to the college environment was more predictive for these students, which may help explain why HBCUs with strong engineering programs constitute such a significant success factor for them. There were few gender differences among African Americans.
Compared to Black students, Hispanic students reported a stronger scientific orientation, while their success relied more heavily on managerial skill and interpersonal interactions of several kinds—with peers, in study groups, and with faculty. Hispanic students appeared to participate in MEP programs when their grades were low. Attending an Hispanic-Serving Institution (HSI) had no effect on engineering success for these students. Among Hispanics, female students participated more in MEP program offerings, and were more outgoing.
There were only minor differences in test scores and academic performance between groups and genders. The findings argue for strengthened 174academic skills including test scores, and increased access to and participation in research and particularly internships for both groups of underrepresented students. Because MEP programs appear to enable a more positive adjustment to the engineering environment, minority students would do well to maximize their participation in them.
