Understanding the Influences of the Undergraduate Student Experience in Canada on the Career Pathways for Black Engineering Graduates
Notice bibliographique
Résumé
Career pathways for engineers have shifted over the years, yet limited research in Canada has explored how these pathways differ across demographic groups, particularly for Black engineering graduates. Given the continued underrepresentation of Black professionals in STEM, this research aims to investigate the career pathways taken by Black graduates of Canadian engineering programs and the undergraduate experiences that influence careers.Guided by Social Cognitive Career Theory (SCCT), this study explores how undergraduate experiences influence career pathways. Three research questions are addressed: (1) What are the career pathways taken by graduates of Canadian engineering undergraduate programs and do these career pathways differ for Black engineering graduates? (2) Which aspects of the undergraduate student experience in Canada are most influential to career path decisions for engineering graduates and do these aspects differ for Black engineering graduates? (3) What are the experiences that Black engineering undergraduate students in Canada are exposed to that influence their career paths? The study used a survey based on PEARS (Pathways of Engineering Alumni Research Survey), and career categorization through LinkedIn profiles. A total of 289 graduates participated, including 115 who self-identified as Black. Seventeen Black graduates also participated in follow-up interviews. Findings showed statistically significant differences in career pathways. Black engineering graduates were more likely to pursue "Boundary Spanner" careers, where they work in roles adjacent to engineering such as project management, consulting, and business analysis. Differences were also observed in influential undergraduate experiences. Black graduates were significantly more likely to identify leadership in student clubs and participation in technical team projects as key influences, while being less likely to be influenced by undergraduate research. Interviews further highlighted that student clubs fostered a sense of belonging, enhanced engineering identity, and supported skill development and networking. Technical team projects allowed for both skills growth and personal interest exploration. This research addresses a gap in Canadian literature by examining engineering career pathways through a race-based perspective. The findings offer insights for educational institutions aiming to better support Black and other underrepresented students by fostering inclusive environments and providing access to undergraduate experiences that shape diverse career pathways.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».