Honors Theses

Document Type

Thesis

Date of Completion

5-2024

Academic Year

2023-2024

Department

Computer Science

Academic Major

Computer Science

Faculty Advisor

James L. Huff, Ph.D.

Abstract

Black students encounter unique challenges in computer science and engineering education. Chief among these is a disconnect with faculty due to a lack of mentorship and difficulties in interactions with faculty. Despite these challenges, Black students bring many engineering and computer science assets. This study aims to understand the emotional experiences of Black students in computer science and engineering education. We present an interpretative phenomenological analysis (IPA) to answer the questions: (1) How do Black students experience faculty-student interactions in computer science and engineering education? (2) How do Black students experience professional shame in these interactions? To answer these research questions, I conducted and transcribed unstructured interviews with five Black participants in an engineering or computer science undergraduate program to answer these research questions. The transcripts of these interviews were analyzed according to the standards of IPA. Four overarching themes were constructed from the analysis: (1) Experiencing painful isolation from faculty and peers, (2) Facing increased pressure to succeed, (3) Seeking and finding connection with faculty and peers when faced with isolation, (4) Understanding themselves inside their respective programs. Considering the ubiquitous and covert narratives that shape Black computer science and engineering students about how they experience faculty interaction in their programs might help provide greater insight into how to promote belonging and well-being for this population.

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