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Purpose The goal of this study is to explore an immediate step in understanding the lived experiences of under-represented students through metaphor construction and possibly collect more in-depth data through photograph-based interviews. Design/Methodology/Approach This article introduced photo-elicitation based narrative interviews as a qualitative methodology while interviewing fourteen undergraduate community college students mostly from underrepresented groups (URGs). At the beginning of each interview, the authors probed the participants with 8 photographs chosen by the research team to represent a diverse set of experiences in engineering. The authors conducted a thematic analysis of the interview data. Findings The findings suggested that the inclusion of photo-elicitation often catalyzed consumption of representations, images, metaphors, and voice to stories passed unnoticed; and finally produces more detailed descriptions and complements semi-structured narrative interviews. Research Limitations/Implications This study advances the scholarship that extends photograph driven interviews/photo elicitation methodology while interviewing marginalized population and offers a roadmap for what a multi-modal, arts-based analysis process might look like for in-depth interviews. Practical Implications The use of photo-elicitation in our research enabled a deeper, more poignant exploration of the URG students' experience of navigating engineering. The participants were able to relate to the photographs and shared their life narratives through them; hence, use of photographs can be adapted in future research. Social Implications Our research revealed that PEI has excellent potential to capture marginalized narratives of URGs, which is not well explored in educational research, specially, in higher education. In our research, PEI promoted more culturally inclusive approaches positioning the participants as experts of their own narratives. Originality/Value The study presented in this paper serves as an example of qualitative research that expands methodological boundaries and centers the role of power, marginalization, and creativity in research. This work serves as a unique and important contribution to the photo-elicitation literature, offering a critical roadmap for researchers who are drawn to photo elicitation/photograph driven interviews as a method to explore their inquiry. 

In this NSF-funded Research in the Formation of Engineering (RFE) project, we are exploring the unique experiences of students from underrepresented groups (URGs) at community colleges who have the opportunity to transfer to engineering programs. We are specifically investigating how their experiences in community college influence their plans for future education and careers. While the diversity of 4-year universities has remained stagnant, the diversity of community college student populations is actually increasing. Therefore, community colleges represent a potential source of talent for future engineers from diverse backgrounds. We are currently in the first year of data collection where we have piloted the study at one of the data collection sites. Five students from traditionally underrepresented groups in engineering have been interviewed. We use a narrative inquiry methodology to understand these students’ experiences at community colleges. This paper shares 3 lessons learned during this pilot phase of research, which include allowing sufficient time for institutional access, the criticality of a willingness to iterate on participant recruitment procedures, and the need for constant consideration of the broader political climate when recruiting participants.