Do We Know Who is Really Doing the Planting? A Case Study of Traditionally White Institutions Identified as Top Degree Producers of Black Engineering Undergraduate

At a time when engineering schools in traditionally White institutions (TWIs) create challenging spaces for ethnically underrepresented and other students from marginalized groups, some schools have successfully graduated a high number of Black engineers at the BS level for the past five years. This qualitative study uses a case study research method to explore how two engineering schools are able to engage and support their Black undergraduates; this study also investigates how these engineering schools can build capacity for diversity and inclusion using the Smith (2009) Framework for Institutional Diversity. Through this investigation, the researcher discovered that TWIs that graduate a high number of Black engineers are not always accomplishing this goal intentionally. However, schools that demonstrate intention can change the culture and climate of their environment and create an inclusive and supportive space for students, staff, faculty and administrators. The researcher discovered four key lessons from this study: informed and engaged leadership is imperative; intentionality matters; interest convergence may create an open door, but it does not necessary affect long-term change; and racial battle fatigue can destroy morale and negatively affect an engineering community.