Abstract
This qualitative inquiry aimed to explore how interpersonal relationships are shaped by the contexts in which Black men enrolled in undergraduate engineering degree programs are learning. There is ample evidence demonstrating the importance of interpersonal relationships for student success and persistence. However, few researchers have focused on the interpersonal relationships formed by Black men in undergraduate engineering programs. We analyzed 14 semi-structured interviews to examine the interplay between Black men's interpersonal relationships and learning environments. Situated in Bronfenbrenner's Ecological Systems Theory, we identified three environmental influences: (1) student classification, (2) institutional classification, and (3) national events. Our findings may inform efforts aimed at improving the relational experiences of Black men in undergraduate engineering programs.
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