2.21: Engineering
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- Susan Rahman, Prateek Sunder, and Dahmitra Jackson
- CC ECHO
Engineering is the applied use of mathematics and sciences, including chemistry and physics, in order to complete tasks such as building structures, parts,infrastructures, and machines. In a society like the United States, where constant growth, innovation, and improvement is expected, Engineering is nearly always promoted to students, especially those with interest or aptitude in math and science classes.In large part, this has led to the “STEM or Starve” narrative, where majors included in the STEM fields (Science, Technology, Engineering,and Mathematics) are viewed as superior, as they are those fields with the most applicable and profitable value. This mindset is dangerous for several reasons, including its exclusion of other disciplines such as social sciences (which, despite being sciences, are not included in STEM), less applied forms of traditional sciences, and the arts.
Engineering design and build has a direct impact on the structure of the world. Like other disciplines, Engineering is also a predominantly white male driven industry and field of study,and there is little representation of women or a variety of ethnic minority groups. Over the last 30 years, the overall number of bachelor’s degrees awarded to Black scholars has increased. However, in engineering disciplines, the proportion of Black students who receive degrees has maintained a consistent rate of roughly 4% (Patel, 2021). An article by the Hechinger report provides additional information and statistics. The National Science Foundation, (NSF) found that from a 15 year window spanning from 2001 to 2016, Bachelor of Science (BS) degrees in engineering earned by Black students declined from 5% to 4%, and mathematics degrees earned by black students decreased from 7% to 4% (Newsome, 2021). Despite the supposed demand and need for massive increase in STEM educated students, the disciplines seem to be regressing in their mission for diverse inclusion.
Microaggressions also are a frequent occurrence for ethnic and racial minority STEM students. Amida Koroma entered the University of Maryland as a Bioengineering student, and was a regular recipient of honors such as the Dean’s list. She reported that often, white students would undermine her, and rather than allow her to take on hands-on roles, assign her to tasks such as typing and recording. This cycle eventually led her to become so frustrated that she decided to change her major to Psychology, thus turning away from Bioengineering.(Newsome, 2021) An article published in the International Journal of STEM Education further described these racial microaggressions (RMAs) within the disciplines. The research involved a survey of 4800 students of color, with a STEM subsect of 1688 students of color. The study found that on a campus, academic, and peer level, microaggressions were a significant factor in the lack of students of color within the STEM majors. Students in the survey also reported that being the only, or one of the only students of color within STEM classrooms led to feelings of isolation, loneliness, and invalidation. This creates a self-fulfilling prophecy, and because STEM students of color feel alone, they are less likely to enroll in and stay within the field, which leads to lower levels of representation and increased feelings of isolation and non representation (Lee, Collins, et. al, 2020). College enrollment as a whole for Black students was on the decline as well. As of Fall 2021, Black freshman enrollment was down 7.5%, and their decline in enrollment was greatest at two year, public colleges, or community colleges, which are often heralded as great equalizers due to their affordability and accessibility (Lee, Collins, et. al,2020).
Beyond bachelor degrees, advanced degrees in engineering are also riddled with inequity and environments of hostility. Brian Burt is an assistant professor at Iowa State in the School of Education, as well as the lead author of a research article which describes a graduate engineering degree for Black men as “riding out a storm” (Hunt, 2020). The metaphorical storm, as Brian Burt describes it, represents the tensions and struggles these young men face as a result of structural inequalities, and faculty who are largely either unwilling or unable to support these underrepresented students through the storm (Hunt, 2020). On a societal level,there is a belief that success and failure are representations of individual character, and so there is a belief that students who drop out of an engineering program do so because they are not smart enough or are otherwise incapable of success. However, that explanation relies on individual flaws, when actually and the main challenges that students faced were systemic and structural, not individual, and thus out of their control.
Marcus, a third year student in the program stated, “People are naturally going to want to be around people who look like them,” and that, “As a Black man in engineering, I don’t have that camaraderie. So, I am forced to immediately look outside of my comfort zone in order to find people who I can study with, talk with, and have overall support” (Hunt, 2020). This lack of camaraderie from peers with similar experiences can exacerbate feelings of isolation and feeling a lack of belonging. Some students even reported that they considered leaving their programs due to this feeling and a lack of support. Students further reported receiving discouraging messages from advisors, which ranged from passive aggressive slights to explicit challenges about the student’s ability to conduct doctoral level work and research.
The disparity in engineering does not end in the classrooms. From a salary perspective,pay inequality is rampant. On average, a white worker with a bachelor’s in engineering earns$90,000 a year, while Black workers with graduate degrees earn an average of $87,000 (Patel,2021). In order to improve equity in the discipline, there are several actions which can be taken.First, universities can improve recruitment by admitting more Black students, and take steps to improve retention. For example, establishing learning communities for underrepresented students provides a sense of belonging and support for underrepresented students. Universities and individual departments can also help students learn to be culturally sensitive and aware. Free college is also a fair and, given the value of education, realistic suggestion.
Underrepresented students, especially first generation students, do not have the familial and generational resources to attend college on their parents' dime. This forces students to combine working part time or even full time jobs in addition to being a full time student, while also trying to pursue personal and career experiences. This can create near insurmountable amounts of pressure, and make it more difficult to secure internships and career opportunities. Service learning and paid internships may also prove beneficial, as they would provide for cultural capital and financial relief for students. Engineering, like the larger entity of higher education, has a need to improve equity and opportunity for all students. The future of our nation and innovation may depend on it.