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Tapestry: Journal of Diversity, Equity, Inclusion, and Belonging in Education

Document Type

Article

Abstract

Abstract

This narrative literature review delves into the experiences of African American female students in engineering, addressing their persistent underrepresentation in the field despite advancements in postsecondary education. By examining a broad range of research, the study explores the unique challenges faced by these students and investigates tools for their persistence and degree completion. The theoretical framework draws from intersectionality theory, emphasizing the intersecting identities of race and gender in shaping these experiences. Methodologically, a narrative literature review approach was employed, facilitating a comprehensive analysis of existing scholarship. Data collection involved rigorous criteria focusing specifically on empirical research or original analyses of African American women in engineering education. The review identified key themes, both interpersonal and intrapersonal, highlighting issues such as racism, sexism, lack of support, isolation, and the need to prove oneself. Additionally, the study uncovers tools for persistence, including family support, faith, engagement in student organizations, and a strong sense of self. By shedding light on these experiences and factors, the review contributes to a deeper understanding of the challenges faced by African American female students in engineering and offers insights for better support and recruitment strategies within STEM education.

Key terms: African American women, engineering education, underrepresentation, intersectionality, persistence, diversity.

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