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This project explores the leadership beliefs, experiences, and knowledge/skills of undergraduate engineering students who have self-identified as having leadership experience at a Research I minority serving institution for Asian Americans and Native Americans, as well as a Hispanic Serving Institution. Thirty-two undergraduate engineering students with self-identified leadership experience were recruited from the College of Engineering across the various majors. In this paper, the perspective of how students described their self-identities and the emerging categories of negative leadership experiences that act as external stressors is presented and discussed specifically for the students that identified as belonging to an underrepresented minority group, including those that were multiracial. The research illustrates how nuances need to be explored to understand how intersectionality of critical race theory with feminist theory increases the complexity of creating an inclusive logic model that can be incorporated into a theory of change that increases academic and professional success of engineers as future leaders within an organization. 

This work in progress discusses an NSF sponsored project that explores the leadership beliefs, experiences, and knowledge/skills of undergraduate engineering students who have self-identified as having leadership experience at a Research I minority serving institution (MSI) for Asian Americans and Native Americans, as well as a Hispanic Serving Institution. Thirty-two undergraduate engineering students with self-identified leadership experience were recruited from the College of Engineering at the MSI across the various majors. In this paper, the perspective of how students described their self-identities and the emerging categories of negative leadership experiences is presented and discussed. The research illustrates how nuances need to be explored to understand how intersectionality increases the complexity of creating an inclusive logic model that can be incorporated into a theory of change that increases academic and professional success of engineers as future leaders within an organization. 

This project explores the leadership beliefs, experiences, and knowledge/skills of undergraduate engineering students who have self-identified as having leadership experience at a Research I minority serving institution for Asian Americans and Native Americans, as well as a Hispanic Serving Institution. Thirty-two undergraduate engineering students with self-identified leadership experience were recruited from the College of Engineering across the various majors. In this paper, the perspective of how students described their self-identities and the emerging categories of negative leadership experiences that act as external stressors is presented and discussed specifically for the students that identified as belonging to an underrepresented minority group, including those that were multiracial. The research illustrates how nuances need to be explored to understand how intersectionality of critical race theory with feminist theory increases the complexity of creating an inclusive logic model that can be incorporated into a theory of change that increases academic and professional success of engineers as future leaders within an organization.