How is an undergraduate engineering program uniquely positioned to create a diverse workforce through the recruitment of African American students? A faculty perspective

America's diminishing global competitiveness in the STEM (science, technology, engineering and math) fields is due in part, to a dwindling workforce. Increased representation of historically underrepresented minorities (URMs) through undergraduate education is one means of addressing the "quiet crisis" (Friedman, 2006). Faculty from a prominent research institution (UARE) were interviewed (n=8, 4 from the Biomedical Engineering Program–BEP and 4 from a science-related unit) to better understand the challenges and solutions to increasing URMs, specifically African Americans. The two challenges cited most by BEP faculty were (1) program less competitive than more prestigious institutions (75%) and, (2) student-related challenges (75%). Collectively, the two top challenges stated by 7 of 8 (88%) of faculty across both academic units were (1) student-related, and (2) faculty lack of institutional support. There was no consensus amongst the BEP faculty on recommendations and the most prevalent responses related to increasing institutional support: (1) Need help finding students (50%), (2) Increase outside grants to support diversity recruitment in labs (50%). Combining the findings across both units, the need for better recruiting (50%) was mentioned but the proposed methods varied considerably. Overall, the nature of the challenges and recommendations indicate faculty perception of external locus of control. From a constructivist framework the faculty perspectives are inherently credible. From a Critical Race Theory framework the faculty perspectives appear limited and therefore insufficient to address the under representation. The research paradigm and lack of knowledge about how to engage in better recruitment are also constraints to improving access.;It is recommended that BEP stakeholders work to: increase their knowledge about CRT and effective recruitment techniques; engage in proactive dialogue around the diversity mission and leverage the mission more strategically throughout the existing outreach programs; address the research paradigm that discourages faculty from participating in broader conversations and actions. Further research is needed to (1) better understand whether these faculty views are unique to UARE, the academic discipline or the particular cluster of units at UARE, and (2) compare URM student perspectives to faculty perspectives to determine what factors are considered by students who accept and those who decline acceptance.