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There is an urgent need for young people to prepare for and pursue engineering careers. Engineering occupations comprise 20% of the science, technology, engineering, and math (STEM) jobs in the U.S. (Bureau of Labor Statistics, 2017). The average wage for STEM occupations is nearly double that of non-STEM occupations, with engineers commanding some of the highest salaries in STEM (Bureau of Labor Statistics, 2017). Moreover, engineering occupations are expected to be some of the fastest growing occupations in the U.S. over the next 10 years (Occupational Outlook Handbook, 2018); yet, there are current and projected shortages of workers in the engineering workforce so that many engineering jobs will go unfilled (Bureau of Labor Statistics, 2015) Native Americans are highly underrepresented in engineering (NSF, 2017). They comprise approximately 2% of the U.S. population (U.S. Census Bureau, 2013), but only 0.3% of engineers (Sandia National Laboratories, 2016). Thus, they are not positioned to attain a high-demand, high-growth, highly rewarding engineering job, nor to provide engineering expertise to meet the needs of their own communities or society at large. The purpose of this study was to examine factors that encourage or discourage Native American college students’ entry into engineering. Using Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994; 2000), we examined the correlates of these students’ interests and efficacy in engineering to accomplish this goal. Participants were N = 30 Native American engineering college students from the Midwest; 65% men, 30% women, and 4% other. The mean age was 25.87 (SD = 6.98). Data were collected over the period of one year on college campuses and at professional development conferences via an online survey hosted on Qualtrics. Three scales were used in the study: Mapping Vocational Challenges – Engineering (Lapan & Turner, 2000, 2016), the Perceptions of Barriers Scale (POB; McWhirter, 1998), and the Structured Career Development Inventory (Lapan & Turner, 2004). An a priori Power Analysis (f2 = .50; α = .05, 1 – β = .90) indicated our sample size was adequate. For all scales, full-scale Cronbach’s α reliabilities ranged from .82 to .86. Results of correlation analyses indicated that engineering efficacy was negatively related to lack of academic preparation (r = -.50, p = .016), and perceived lack of ability (r = -.53, p = .009), and positively related to academic achievement (r = .43, p = .043), career exploration (r = .47, p = .022), and approaching engineering studies proactively (r = .53, p = .009). Engineering interests were negatively related to perceived lack of ability (r = -.55, p = .007), and positively to proactivity (r = .42, p = .044), and academic achievement (r = .45, p = .033). Engineering interests were also related to support from parents, teachers, and friends to study engineering and pursue an engineering career. There was no significant relationship between engineering interests and engineering efficacy among these students. The relevance of these results will be discussed in light of SCCT, and recommendations for practice will be included. 

Recent reports indicate that there are less than 1900 (0.6%) Native American undergraduate and graduate engineering students nationwide (Yoder, 2016). Although Native Americans are underrepresented in the field of engineering, there is very little research that explores the contributing factors. The purpose of our exploratory research is to identify the barriers, supports, and personal strengths that Native American engineering students identify as being influential in developing their career interests and aspirations in engineering. Informed by research in Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994, 2000), we conducted an online survey to assess the motivational variables that guide the career thinking and advancement of students preparing to enter the field of engineering. Instrumentation included Mapping Vocational Challenges (Lapan & Turner, 2000, 2009, 2014), Perceptions of Barriers (McWhirter, 1997), the Structured Career Development Inventory (Lapan & Turner, 2006; Turner et al., 2006), the Career-Related Parent Support Scale (Turner, Alliman-Brissett, Lapan, Udipi, & Ergun, 2003), and the Assessment of Campus Climate for Underrepresented Groups (Rankin, 2001), which were used to measure interests, goals, personal strengths and internal and external barriers and supports. Participants (N=23) consisted of graduate (≈25%) and undergraduate (≈75%) Native American engineering students. Their survey responses indicated that students were highly interested in, and had strong self-efficacy for, outcome expectations for, and persistence for pursuing their engineering careers. Their most challenging barriers were financial (e.g., having expenses that are greater than income, and having to work while going to school just to make ends meet) and academic barriers (e.g., not sufficiently prepared academically to study engineering). Perceptions of not fitting in and a lack of career information were also identified as moderately challenging barriers. Students endorsed a number of personal strengths, with the strongest being confidence in their own communication and collaboration skills, as well as commitment to their academic and career preparation. The most notable external support to their engineering career development was their parents’ encouragement to make good grades and to go to a school where they could prepare for a STEM career. Students overall found that their engineering program climates (i.e., interactions with students, faculty, staff, and program expectations of how individuals treat each other) were cooperative, friendly, equitable, and respectful. Study results are interpreted in light of SCCT and recommendations for future research and practice in engineering education are provided. 

Despite increased efforts to stimulate diverse participation in STEM education, Native Americans (NA) continue to be underrepresented in the field of engineering as students (0.6%; N=1853) and faculty (0.2%; N=68) and at a rate disproportionate to their representation in the population (Yoder, 2016). While many systemic factors contribute to the low participation of NA in STEM fields, professional and social support may increase engagement as they pursue college degrees and consider careers in higher education. This presentation offers an overview of contemporary approaches to the career preparation of Native Americans in the field of engineering. This literature review informs an NSF-funded project to explore the factors that influence Native American interests and aspirations for engineer faculty positions (EEC 1743329/1743572). We completed a thorough search using select keywords in three databases for refereed journal articles between 1990-2017. Although there are various STEM education programs for Native Americans, there are some similarities between their specific objectives. Thematic analyses focused on (a) pre-college STEM career awareness and preparation, (b) entry and retention in engineering degrees, and (c) indigenous/native identity and cross-cultural approaches to STEM education. We make recommendations for future research and practice based on trends and gaps in the literature. More research is needed about what constitutes effective NA career mentoring. Additionally, few researchers address the implications of Native Science on engineering education and career preparation. 

Recent reports indicate that there are less than 1900 (0.6%) Native American undergraduate and graduate engineering students nationwide (Yoder, 2016). Although Native Americans are underrepresented in the field of engineering, there is very little research that explores contributing factors. The purpose of our exploratory research is to identify those barriers, supports, and personal strengths that Native American engineering students identify as being influential in developing their career interests and aspirations in engineering. Informed by research in Social Cognitive Career Theory (SCCT), we developed an on-line survey to assess the motivational variables that guide the career thinking and advancement of students preparing to enter the field of engineering. Instrumentation included Mapping Vocational Challenges (Lapan & Turner, 2000, 2009, 2014), Perceptions of Barriers (McWhirter, 1997), the Structured Career Development Inventory (Lapan & Turner, 2006), and the Career-Related Parent Support Scale (Turner et al., 2003), which were used to measure interests, goals, personal strengths and external supports. Participants (N=23) consisted of graduate (≈25%) and undergraduate (≈75%) Native American engineering students. Their responses indicated that their most challenging barriers were financial (e.g., having expenses that are greater than income, and having to work while going to school just to make ends meet), and academic barriers (e.g., not sufficiently prepared academically to study engineering). A lack of career information, and perceptions of not fitting in were also identified as moderately challenging barriers. Students endorsed a number of personal strengths, with the strongest being confidence in their own communication and collaboration skills, and commitment to their academic and career preparation. The most notable external support to their engineering career development was their parents’ encouragement to make good grades and to go to a school where they could prepare for a STEM career. Study results will be interpreted in light of theory, and recommendations for future research and practice will be provided. 

Native Americans account for only 0.2% (N=68) of engineering faculty, while Native American students are underrepresented in both undergraduate (0.6%; N=1853) and graduate (0.1%; N=173) engineering programs. Advising and mentorship from faculty members who identify as Native American are important components to support programs for Native American students in STEM fields. However, little is known about the experiences and career decisions of Native American engineering faculty. Our exploratory study aims to identify the contextual and individual factors and the linkages in this small population that influence their entry and persistence as engineering faculty. Data is from four initial faculty interviews. 

Native American faculty are critical to attracting Native American students into the engineering profession. We are investigating factors related to Native Americans’ pursuit of engineering and the engineering faculty. In a sample of student participants, we have found that initiative, resiliency, leadership, and proactivity are key. Interests in this career path are related to efficacy (confidence) for addressing engineering problems, access to information regarding engineering careers, academic success, encouragement from others, and beliefs about the meaningfulness, value, and usefulness of pursuing engineering and the engineering professorate. In a sample of faculty members, enthusiasm for investigating questions of interest in their engineering fields, and solving problems experienced in their tribal communities, sustain their interest. The love of teaching and mentoring students are also very important. Audience members will be invited to participate and to provide insights about how Native Americans are inspired to study engineering and become engineering faculty. 

Little empirical information exists that addresses the persistence of Native Americans in engineering. There are few studies that address the supports and barriers that all students face, but there is still much to learn about specific communities. In order to address this gap, we conducted a case study to understand in greater depth the lived experience of Native American engineering students. Results indicate that the campus community, academic preparation, and parents support were experienced as salient factors in persistence toward graduation.