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1. Is the “E” in Engineering for Entrepreneurship? An Emerging Concept of Entrepreneurial Engineering Identity

   Benjamin, L; Henderson, J A; Hines, E M (March 2022, 2022 ASEE Gulf Southwest Annual Conference)

   Benjamin, L; Henderson, J A; Hines, E M (Ed.)

   The topic of engineering identity is neither new nor complete in its coverage within current literature. In fact, although this body of work predates the last ten years, researchers have argued that some of the most significant burgeoning in this area has occurred in the last decade. By applying both quantitative and qualitative lenses to this inquiry, researchers have concluded that, much like a STEM identity, an engineering identity describes how students see themselves, their competence and potential for success in the academic and career context of the field. To further examine the latter component i.e. potential for academic and career success, we attend to an emerging concept of an entrepreneurial engineering identity. This preliminary work unfolded organically; the authors’ primary goal involved a larger Interpretative Phenomenological Analysis (IPA) study that investigated persistence and advanced degree aspirations among 20 Black male engineering undergraduate students from a variety of institutional settings. While we did not intentionally seek to examine this emerging component of engineering identity, our preliminary analysis of participants’ interview data led us down this path. What we observed was a latent phenomenon of interest among participants: these Black male engineering undergraduates recurringly articulated clear intentions for academic and career opportunities that integrated business components into their engineering realities. Kegan’s (1984, 1994) Theory of Meaning-Making provided a framework for understanding how participants perceived the development of business acumen as a strategy for ascending existing corporate/organizational structures, creating new business pathways, and promoting corporate social responsibility. Based on these findings, the authors were inspired to explore the conceptual development of an entrepreneurial engineering identity and its practical application to engineering degree (re)design, student academic advisory and career planning. 

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2. Culturally Responsive Postsecondary Readiness Practices for Black Males: Practice and Policy Recommendations for School Counselors

   https://doi.org/10.25774/teyc-zk40  

   Hines, Erik M.; Fletcher Jr., Edward C.; Moore III, James L.; Ford, Donna Y. (January 2022, Journal of schoolbased counseling policy and evaluation)

   Postsecondary readiness is critical to broadening opportunities for educational and career options beyond high school. However, Black males are often at a disadvantage to gaining access to postsecondary preparation and school counselors who can respond to their academic needs. Therefore, the purpose of this study was to explore the experiences and culturally responsive practices of school stakeholders (who are predominantly Black) from an academy of engineering (career academy). The authors used a case study approach to examine culturally responsive practices school personnel utilize to enhance the college and career readiness of Black males. Findings emphasize the role of culturally responsive practices (e.g., Black male role models from business and industry in the engineering field and school counselors), cultural matching, and the role of the advisory board in ensuring the success of Black male students. Recommendations for practice, policy, and research for Black males and school counselors are discussed. 

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3. Culturally Responsive Postsecondary Readiness Practices for Black Males: Practice and Policy Recommendations for School Counselors

   Hines, Erik; Fletcher, Edward; Moore, James; Ford, Donna (January 2022, Journal of schoolbased counseling policy and evaluation)

   Mullen, Patrick (Ed.)

   Postsecondary readiness is critical to broadening opportunities for educational and career options beyond high school. However, Black males are often at a disadvantage to gaining access to postsecondary preparation and school counselors who can respond to their academic needs. Therefore, the purpose of this study was to explore the experiences and culturally responsive practices of school stakeholders (who are predominantly Black) from an academy of engineering (career academy). The authors used a case study approach to examine culturally responsive practices school personnel utilize to enhance the college and career readiness of Black males. Findings emphasize the role of culturally responsive practices (e.g., Black male role models from business and industry in the engineering field and school counselors), cultural matching, and the role of the advisory board in ensuring the success of Black male students. Recommendations for practice, policy, and research for Black males and school counselors are discussed. 

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4. Re-conceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth

   Steen, S.; Davis, J.; Bethea, C (July 2023, Journal of schoolbased counseling policy and evaluation)

   Mullen, P.R.; Sink, C. (Ed.)

   Scholarship focused on Black male students in school counseling has been intermittent despite being well documented in the larger field of education and other disciplines. In this article, we conducted a systematic review of the school counseling literature that focused on Black male students. We used critical race theory (CRT) to examine the programs and interventions that have been published with Black male participants in school settings within the school counseling literature and examined the role that school counselors took when supporting Black male students’ academic, social emotional, college and career identity development. We re-conceptualize the Achieving Success Everyday (ASE) group model (Steen et al., 2014) and call for others to use the ASE group model to combat racism and foster Black excellence. 

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5. Entrepreneurial intent of engineering and business undergraduate students

   https://doi.org/10.1002/jee.20283  

   Gilmartin, Shannon K.; Thompson, Marissa E.; Morton, Emily; Jin, Qu; Chen, Helen L.; Colby, Anne; Sheppard, Sheri D. (August 2019, Journal of Engineering Education)

   Abstract BackgroundIn recent years, technological innovation and entrepreneurship have been emphasized in engineering education. There is a need to better understand which individual‐ and contextual‐level factors are related to engineering students' entrepreneurial intentions. Purpose/HypothesisThis study explores individual and contextual predictors of entrepreneurial intent among undergraduate women and men in engineering and business majors. Entrepreneurial intent is defined as the personal importance that students ascribe to starting a new business or organization. Design/MethodThe participants included 518 engineering and 471 business undergraduates from 51 U.S. colleges and universities. We examined relationships first by discipline and then by gender in each discipline using regression models with interaction terms. ResultsInnovation orientation and participation in entrepreneurship activities tied to intent more strongly for engineering students than for business students; in contrast, being at a research institution and selection of novel goals tied to intent more strongly for business students than for their engineering peers. Among engineering students only, being able to switch gears and apply alternative means for reaching one's goal in the face of setbacks was positively related with women's entrepreneurial intent but not with men's. ConclusionsEntrepreneurial intent is a function of individual‐level characteristics and academic and social contexts, with some degree of discipline‐specific effects. Diversifying the community of aspiring engineering entrepreneurs is a critical issue that merits attention by the engineering education community. 

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