Internal motivation as a factor for the success of African American engineering students enrolled in a historically black college and university (HBCU)

Abstract

This presentation highlights findings from a currently funded three-year research project with the National Science Foundation (NSF). Research for this investigation attempts to underscore the critical factors found to contribute to the success of gifted African American students enrolled in Historically Black College and Universities (HBCUs). The research for this project is contextualized within the broader spectrum of US higher education, in which reports of exponential student enrollment among majority (i.e. White) student populations has been documented while enrollment trends among populations of color-particularly African American college-age students remains relatively low.1 These enrollment disparities are especially apparent in specialized areas of study such as engineering; thus, it is important to identify key factors and strategies that can counter these apparent deficits. One such area of focus that has shown promise is in the area of student motivation. This presentation will explicate the data and attempt to untangle some of the critical aspects regarding motivation that contribute to the success of African American students in engineering programs who are enrolled in Accreditation Board for Engineering and Technology (ABET) programs within HBCUs. © American Society for Engineering Education, 2009.