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The purpose of this paper is to divulge the complexities embedded within our research team’s process of designing a qualitative study focused on understanding marginalized students’ experiences in engineering. In this paper, we establish a foundation for fruitful qualitative research, grounded in research quality, ethics, and equity. We discuss how the criteria from these foundational considerations can drive decision making for the various components of a research design. In particular, we focus on decision making around purpose, theory, sampling, and instrumentation. In doing so, we shed light on how each element might be intentionally constructed to a) generate insights on how to disrupt the oppressive environment of engineering education, b) protect vulnerable populations, and c) center participants’ voices. In writing this paper, our goal is to provide a transparent account of decisions that can go into designing a qualitative study and implementing a research grant proposal, keeping in mind how our power and privilege influence every decision in the research process. 

Abstract BackgroundIt is well known that earning a bachelor's degree in engineering is a demanding task, but ripe with opportunity. For students from historically excluded demographic groups, this task is exacerbated by oppressive circumstances. Although considerable research has documented how student outcomes differ across demographic groups, much less is known about the dynamic processes that marginalize some students. PurposeThe purpose of this article is to propose a conceptual model of student navigation in the context of undergraduate engineering programs. Our goal is to illustrate how localized, structural features unjustly shape the demands and opportunities encountered by students and influence how they respond. Scope/MethodWe developed our model using an iterative, four‐stage process. This process included (1)clarifyingthe purpose of the development process; (2)identifyingconcepts and insights from prior research; (3)synthesizingthe concepts and insights into propositions; and (4)visualizingthe suspected relationships between the salient constructs in the propositions. ResultsOur model focuses on the dynamic interactions between the characteristics of students, the embedded contexts in which they are situated, and the support infrastructure of their learning environment. ConclusionThe resulting model illustrates the influence of structural features on how students a) respond to demands and opportunities and b) navigate obstacles present in the learning environment. Although its focus is on marginalized students in undergraduate engineering programs, the model may be applicable to STEM higher education more broadly.