Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 790 de 957
Does social capital matter? Impacts of social capital on African American male
achievement
Ashley Griffin
ashGriffin@howard.edu
Howard University, Washington D.C
United States of America
Afiya Fredericks
afiyaf@gmail.com
Howard University, Washington D.C
United States of America
Lorraine Fleming
lfleming@howard.edu
Howard University, Washington D.C
United States of America
Abstract: The engineering field has long been the last male stronghold with
more than 80% of all engineering degrees being awarded to men in the United
States. More recently, statistics have shown that the retention rate of Black male
engineering students is only 40%, while their White peers have a 66% retention
rate. With inequity of Black males enrolling and persisting in engineering it is
essential to explore factors that may contribute to their retention and
persistence to the bachelor’s degree. The present study provides a
comprehensive account of 53 Black engineer students exploring the presence of
social capital in engineering education and its effects on academic achievement
and support for Black male engineering undergraduates using a mixed method
approach. Quantitative and qualitative datawere gathered from surveys,
structured interviews, and focus. Data analysis for the project is still inprogress.
Preliminary analyses from student surveys are reported.
Background
More than 80% of all engineering degrees in the United States are awarded to men.
However, the experiences of U.S. males in engineering are not all the same. Recent
statistics show that the retention rate of Black male engineering students is only 40%,
while their White peers have a 66% retention rate. These disparities among enrollment,
retention and degree attainment between these populations directly translate to a lack of
diversity in the US engineering workforce. This lack of diversity is not one to be taken
lightly, as it impacts American society greatly through three distinct modes: Equity,
Quantity and Quality (Wulf, 2002).
Throughout American higher education history, minorities have underachieved when
compared to the majority. More specifically, the disparities are greatest between Black
males and White males. This inequity exists in the form of lower enrollment rates,
persistence, degree attainment and academic success. When compared to White men in
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011