Retention of underrepresented students in engineering degree programs: An evaluation stud

Minorities and women make up a significant and increasing portion of the labor force in the US, yet they do not earn Science and Engineering degrees at the same rate as the white male majority. Understanding the issues facing underrepresented students in engineering and engineering-related degree programs is essential in promoting their retention. This study examines issues related to persistence of women and minorities in engineering degree programs, and evaluates the Multicultural Engineering Program (MEP) at a public university in the Western United States. A mixed-methods research design was utilized. Data collected included a web-based student survey, in-depth interviews with engineering students, faculty members, and MEP staff, program documents, and university student records.;Findings of the study indicate that issues of social and academic integration and factors external to the institution influence underrepresented student persistence. For women and minorities, support of peers, faculty members, and family is important in their persistence. In addition, coming to understand the structure of the discipline of engineering education, and having a strong goal commitment to becoming an engineer define successful students. Women and minorities face the challenges associated with being present in smaller numbers in their academic programs than their white, male peers. Women face issues of gender imbalance and peer sexism. Native American and Hispanic students are challenged by cultural norms that are often counter to what they have experienced prior to entering a white, male-dominated field.;The MEP offers support to underrepresented students in a number of ways including providing a gathering place for students to interact with peers and support staff, support of clubs targeting women and minority engineers, and social functions to bring students together. A newly established peer mentoring program offers students guidance in navigating their programs. Tutoring services offer academic support for classes not tutored through the university. Areas of concern for the MEP include issues related to lack of funding and staffing and a need to raise the awareness of students and faculty member as to the types of support offered through their programs and activities. Recommendations for improving support for underrepresented students in engineering are included.