Abstract
Brief Literature Review Female students and students from underrepresented ethnic groups (UEGs), including Latinos, African Americans, and Native Americans, are underrepresented in the academic and occupational setting of engineering. Females tend to receive messages from society regarding lower expectations of interest and performance in math and science, which can be discouragement from studying engineering. Being a student from a UEG decreases the chance a student knows an engineer in their personal life and increases the chance the student has received poor preparation for studying engineering. These previously mentioned factors result in decreased likelihood that these students will choose to study engineering in postsecondary education. Family members play an important role in the development of a student’s academic self-concept, and affect the types of cultural and social capital students possess. The types of support families provide to their students can make a positive impact on students’ overall well-being and academic experiences. Alternatively, families can be a source of responsibility competing with a student’s studies. Statement of Problem The purpose of this study was to identify 1) family characteristics of underrepresented engineering students and 2) these students’ perceptions of their family’s influence on major selection, academic performance, and persistence to degree completion. Methodology A mixed-method, anonymous, online survey was distributed to current undergraduates and a few recent graduates in two large engineering departments at Northern State University . Data was filtered and analyzed by the following subgroups: female and male and UEG, White, and Asian American. Responses were analyzed through the use of descriptive statistics for quantitative data and systematic review for qualitative data. Conclusions and Recommendations The results of this study were generally consistent with the literature review. The underrepresented students reported coming from families of lower socioeconomic status more so compared to their counterparts. Additionally, the underrepresented students cited lower rates of family members who were influential in their (the students) decisions to study engineering. Also, underrepresented students reported later development of engineering identities. Although perceived familial emotional and motivational support was high, perceived parental disappointment varied between females and UEGs, indicating other social influences at play.