Dissertation Proposal Announcement Ed.D. Program: Shareyna James “Engineering Sisterhood: Exploring the Experiences of Black Women in Engineering at Rutgers University, a Qualitative Study”

This qualitative study explores the experiences of Black women pursuing undergraduate degrees in Engineering at Rutgers University. Despite ongoing efforts to diversify science, technology, engineering, and math (STEM) fields, Black women remain significantly underrepresented, often encountering unique challenges that impact their persistence and success (NSF, 2019; Charleston, 2012). Grounded in Black Feminist Theory (Collins, 2000; Crenshaw, 1989), this research aims to investigate the factors that contribute to Black women’s persistence in Engineering, the challenges they face, and the sources of support and validation they experience throughout their academic journey.

This study also examines the role of social and institutional supports, including mentors and counterspaces, in fostering a sense of belonging and promoting the academic success of Black women in Engineering (McGee & Bentley, 2017; Ong et al., 2018). The research methodology employs Sista Circles, a culturally relevant approach that facilitates open dialogue and mutual support among participants (Johnson, 2015), alongside semi-structured individual interviews (Patton, 2015) and participant journaling (Ortlipp, 2008). These methods are designed to capture the nuanced, intersectional experiences of Black women, allowing for a deeper understanding of their academic journeys. Data will be analyzed to code for key themes, with particular attention to how participants navigate the intersecting challenges in their academic discipline (Harris & Patton, 2019).

Findings from this study will contribute to the existing body of literature on Black women in Engineering by offering insights into their lived experiences and highlighting areas of improvement in support of this underrepresented group (Borum & Walker, 2012). This research will provide recommendations for creating more inclusive and affirming environments within Engineering programs that address the specific needs of Black women undergraduate students (Scott & Simmons, 2016; Strayhorn, 2012). Ultimately, this study seeks to empower Black women Engineers and promote their persistence by giving voice to their experiences and proposing actionable strategies for fostering greater equity in Engineering education.

To access the Zoom link required to attend, please contact academic.services@gse.rutgers.edu.