IntroductionThe presence of international students in the United States adds complexity to the understanding of the intersection of race and achievement. Trends in international student enrollment suggest that the changing landscape of higher education cannot be fully conveyed without delving into the unique experiences of domestic and international undergraduates. According to the Institute of International Education (2001-2012), in the 2011/2012 academic year, a record number of international students (approximately 764,495) enrolled in U.S. institutions of higher education. This nearly 6% increase from the previous year, added over 22 billion dollars to the U.S. economy (HE, 2001-2012). Moreover, immigrants boast an enrollment rate higher than White and Americans (Bennett & Lutz, 2009). The number of college-aged immigrants is approximately 13%; however, they represent more than 25% of students enrolled at selective colleges and universities in the United States (Massey et al., 2007). Despite this indicator of achievement, research on achievement, particularly in engineering education is greatly devoid of international student perspectives. The purpose of this research is to discuss the college experiences of domestic (i.e., African American or U.S.-born) and international in engineering and the factors they believe help or hinder their persistence. For the purpose of this article, Black males refers to both domestic and international males, unless noted otherwise.Race and Achievement Issues in Engineering EducationDespite White House initiatives (e.g., STEM Master Teaching Corps; Larson, 2012, and Educate to Innovate; see www.whitehouse.gov/issues/education/k-12/educate-innovate) incentivizing STEM (science, technology, engineering and mathematics) education and career participation, the field of engineering remains challenged in attracting and retaining domestic college students. While once steadily increasing, the percentage of domestic engineering bachelor's degree earners has leveled off at less than five percent (National Science Foundation; NSF, 2013). This represents the lowest percentage of engineering bachelor's degrees awarded to a particular racial group (Aud, Fox, & KewalRamani, 2010), which poses a major concern for the engineering field. Engineers are needed to apply scientific concepts to advance all forms of infrastructure from transportation systems and food production to surgical tools and aesthetic accessories. Therefore, the lack of domestic participation disservices a field that, within the United States, is already greatly devoid of diverse backgrounds and lacks the rich experience, vision, and direction that African Americans can offer. Another issue of concern is that while the engineering field has long been a male stronghold (Harper et al., 2004), this is not robustly the case for males. To reverse the downward trend of male enrollment and retention in engineering, it is important to consider the college experiences of male students who are successfully persisting in engineering. Furthermore, research investigating the unique experience of being a male in the traditionally male field of engineering has promise with informing efforts to recruit and retain a diverse engineering workforce. The importance of this research is highlighted by the relatively little research available that has explored the college experiences of students who are persisting in engineering (Moore, Madison-Colmore, & Smith, 2003).Historically colleges and universities (HBCUs) represent a unique educational context in which to investigate engineering education issues because they offer valuable information on students' experiences in higher education (Crisp, Nora, & Taggart, 2009; Nelson-Laird et al., 2007). HBCUs have been a traditional access point to higher education for students and continue to top the list of the highest awarders of engineering bachelor degrees to students (NSF, 2013). …
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