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Black engineering students’ motivation for PhD attainment: passion plus purpose

Black engineering students’ motivation for PhD attainment: passion plus purpose PurposeMuch of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black students to continue beyond the post-secondary engineering pipeline. However, this research suggests that many Black PhD students persist and succeed in engineering, fueled by various motivational strengths. To better understand the motivations of Black students in engineering doctoral programs, this study aims to explore the factors that influence their decision to enroll in either an engineering or a computing doctoral program.Design/methodology/approachThis paper uses an intrinsic and extrinsic motivational framework to investigate the inspiration of 44 Black engineering doctoral students in PhD engineering programs in 11 engineering schools across the country.FindingsResults show that the participants’ motivation to pursue a PhD in engineering comes from several distinct factors, including the following: an unyielding passion for their particular discipline, a sense of responsibility to serve marginalized peoples and society, a path toward autonomy, pre-PhD mentorship and research opportunities and family and prior work experience.Research limitations/implicationsBased on this study’s findings, a reconceptualization of graduate engineering education that incorporates the importance of “being Black” and its relationships with motivating and, potentially, retaining Black science, technology, engineering and mathematics (STEM) students is also offered.Originality/valueThis paper seeks to expose particular constructs and behaviors surrounding Black students’ motivation to learn and achieve in engineering at the highest academic levels, offering a more nuanced perspective than currently is found in traditional engineering education literature. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Black engineering students’ motivation for PhD attainment: passion plus purpose

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2053-535X
DOI
10.1108/JME-01-2016-0007
Publisher site
See Article on Publisher Site

Abstract

PurposeMuch of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black students to continue beyond the post-secondary engineering pipeline. However, this research suggests that many Black PhD students persist and succeed in engineering, fueled by various motivational strengths. To better understand the motivations of Black students in engineering doctoral programs, this study aims to explore the factors that influence their decision to enroll in either an engineering or a computing doctoral program.Design/methodology/approachThis paper uses an intrinsic and extrinsic motivational framework to investigate the inspiration of 44 Black engineering doctoral students in PhD engineering programs in 11 engineering schools across the country.FindingsResults show that the participants’ motivation to pursue a PhD in engineering comes from several distinct factors, including the following: an unyielding passion for their particular discipline, a sense of responsibility to serve marginalized peoples and society, a path toward autonomy, pre-PhD mentorship and research opportunities and family and prior work experience.Research limitations/implicationsBased on this study’s findings, a reconceptualization of graduate engineering education that incorporates the importance of “being Black” and its relationships with motivating and, potentially, retaining Black science, technology, engineering and mathematics (STEM) students is also offered.Originality/valueThis paper seeks to expose particular constructs and behaviors surrounding Black students’ motivation to learn and achieve in engineering at the highest academic levels, offering a more nuanced perspective than currently is found in traditional engineering education literature.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Jun 13, 2016

References