Purpose

In this article, we examine the experiences of African American engineering undergraduate students who participated in two student–faculty mentoring programs. This work provides critical insights about important factors that enhance students' experiences in higher education (e.g. the need for informal community spaces, mentoring and representation).

Design/methodology/approach

Using a sequential explanatory mixed-methods approach, participants were surveyed and interviewed about their experiences in the mentoring programs. Data were analyzed using basic statistical methods and thematic analysis.

Findings

Findings indicate that students prosper in informal community spaces, where representation allows them to build mentoring relationships that are fostered naturally through common identities in a shared space.

Research limitations/implications

Given the intimate size of the program, the sample population was limited.

Practical implications

To benefit student development, mentoring program practices should consider dedicating funding and space for students and faculty of shared racial backgrounds and lived experiences to meet informally.

Originality/value

This work identifies explicit mentoring program factors that support the development of minoritized students in engineering.

中文翻译：

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非正式社区空间、指导和代表：分析影响非裔美国工程本科生的因素

目的

在本文中，我们研究了参与两个师生指导计划的非裔美国工程本科生的经历。这项工作提供了关于增强学生在高等教育中体验的重要因素（例如对非正式社区空间、指导和代表的需求）的重要见解。

设计/方法/方法

使用顺序解释混合方法，参与者接受了关于他们在指导计划中的经历的调查和采访。使用基本统计方法和专题分析对数据进行分析。

调查结果

调查结果表明，学生在非正式社区空间中取得成功，在那里代表性使他们能够建立通过共享空间中的共同身份自然培养的指导关系。

研究限制/影响

鉴于该计划的规模很小，样本人口有限。

实际意义

为了有利于学生的发展，指导计划实践应考虑为具有共同种族背景和生活经历的学生和教师提供非正式会面的资金和空间。

原创性/价值

这项工作确定了支持少数民族工程学生发展的明确指导计划因素。