Abstract: Engineering is a quickly expanding field; however, Native Americans are one of its most underrepresented groups. Ensuring opportunities for Native Americans to pursue engineering is vital for their communities and for fostering a diverse, innovative workforce. Using a phenomenological qualitative research design and Tribal Critical Race Theory, we investigated the lived experiences of 26 Native American engineering students as they reflected on how their interests in engineering developed, as well as how the barriers they encountered and the supports and resources they utilized influenced their engineering educational and career pursuits. We uncovered 5 themes in the data: The Development of Interests in Engineering, Barriers to Pursuing Engineering, Supports and Resources Utilized, Strategies for Overcoming Barriers, and A Desire to Give Back to the Native American Community.
Turner et al. (Sun,) studied this question.