Informal community spaces, mentoring and representation: unpacking factors that influence African American engineering undergraduates

Abstract

Purpose In this article, we examine the experiences of African American engineering undergraduate students who participated in two student–faculty mentoring programs. This work provides critical insights about important factors that enhance students' experiences in higher education (e.g. the need for informal community spaces, mentoring and representation). Design/methodology/approach Using a sequential explanatory mixed-methods approach, participants were surveyed and interviewed about their experiences in the mentoring programs. Data were analyzed using basic statistical methods and thematic analysis. Findings Findings indicate that students prosper in informal community spaces, where representation allows them to build mentoring relationships that are fostered naturally through common identities in a shared space. Research limitations/implications Given the intimate size of the program, the sample population was limited. Practical implications To benefit student development, mentoring program practices should consider dedicating funding and space for students and faculty of shared racial backgrounds and lived experiences to meet informally. Originality/value This work identifies explicit mentoring program factors that support the development of minoritized students in engineering.

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