EXPLORING THE SOCIALIZATION EXPERIENCES OF UNDERREPRESENTED ENGINEERING GRADUATE STUDENTS

Abstract

Diversity in the American population is not reflected in engineering graduate programs and engineering faculty. Research has primarily focused on experiences at the doctoral level to understand faculty advisor and student relationships that impact degree attainment by students from underrepresented groups. Fewer studies have explored the spectrum of factors, from anticipatory experiences to actualized experiences, that shape the graduate student socialization experience of underrepresented students inclusive of both master's and doctoral students and the impact the socialization experience has on their career trajectories. This study explores factors that shape how domestic graduate engineering students who identify as Black, African American, or Hispanic are being socialized to think about graduate school, how these groups experience the socialization process once enrolled in graduate school, and how those experiences during enrollment shape career trajectories. Findings indicate that the socialization process for this group of students during graduate enrollment is misaligned with what they anticipated the experience would be. In particular, a perceived lack of faculty advisor interest in their personal development during graduate enrollment challenged the views students held about the graduate school experience. The socialization experience of Black, African American, or Hispanic engineering graduate students was influenced by tokenism and a lack of connection to long-term career goals. Findings indicate that given these experiences, these students were unlikely to pursue a career in academia.