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Given the continuous underrepresentation of Black women in science, technology, engineering and mathematics (STEM) fields (Artis et al., 2018; Spencer et al., 2022), this study delves into the nuanced experiences of Black women doctoral candidates in computer science and engineering. Central to this exploration is the multifaceted mental health impact of “onlyness”—a term developed through this research to encapsulate the unique challenges these women face due to their significant underrepresentation. Employing grounded theory (Corbin & Strauss, 2015), interviews with 32 Black women doctoral students revealed not just the challenges of being the only ones in their respective programs but also how these experiences initiate a complex cycle of isolation, self-doubt, impostor syndrome, and substantial emotional and mental distress. This article aims to highlight the critical need for higher education administrators and faculty advisors to adopt intersectional and systemic approaches to support Black women in STEM (Collins & Bilge, 2020; Joshi et al., 2021). Furthermore, it offers insights into the resilience strategies and coping mechanisms these women employ to navigate their doctoral journeys, thereby contributing to discussions on enhancing their retention in STEM graduate programs.
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Re-framing and Reimagining the Doctoral Student Narrative: Black Women’s Experiences in Engineering and Computer Science
Recent data reveal that a higher percentage of Black women (9.7%) are enrolled in college than any other group, topping Asian women (8.7%), White women (7.1%) and White men (6.1%). Despite these gains in college attendance, Black women are often underrepresented in the fields of engineering and computer science. This paper presents the findings from a qualitative study that investigated the identity and experiences of Black women who are pursuing doctoral degrees in engineering and computer science. This research is grounded on the tenet that one cannot effectively serve or impact a community until he/she genuinely understands the issues and challenges facing the people who are its members. This work explores how Black female doctoral students persist in environments where they are grossly underrepresented. Content analysis is used to examine interview data obtained from 13 Black women who are pursing doctoral degrees in engineering and computer science. This paper concludes with some of the key challenges these women face in their programs on a daily basis. The goal of this research is to bring awareness to not only the challenges, but also potential strategies to increase the retention and persistence of Black women in engineering and computer science across all academic levels.
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- Award ID(s):
- 2211300
- PAR ID:
- 10488053
- Publisher / Repository:
- American Society of Engineering Education
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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