Browsing by Author "Sajadi, Susan"

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    Countering the John Henryism Narrative: A Case Study to Explore How Early-Career Black Engineers Respond to Working Conditions
    Pee, Crystal Meagan (Virginia Tech, 2024-05-30)
    Adaptability is crucial in the engineering workplace, particularly for Black engineers. Job postings use different terms such as resiliency, agility, or flexibility to denote the importance of adaptability for a role. However, there is a lack of exploration into what adaptability means for individuals from racially marginalized backgrounds. For Black engineers, navigating work responsibilities is complicated by the social ramifications of their racial identity. Simply framing their efforts as adaptability overlooks the impact of racialization and the complex interplay of working conditions on career decisions. This study aimed to understand how being racialized as Black influences how Black engineers respond to changing working conditions. Working conditions encompass the tools used for work, the workplace environment, and the workforce composition. The central question for this study was: How do Black engineers respond to various working conditions encountered during the early stages of their engineering career? A multiple case study approach was employed, focusing on the experiences of eight early-career Black engineers. The participants were selected based on their self-identification as Black, regardless of ethnicity, considering the commonplace of racialization in the United States. Interviews and resumes were utilized to comprehensively capture their work experiences. Analysis revealed ten key characteristics of working conditions and five adaptability responses. These responses exhibited a temporal nature, leading to the development of sub-adaptability responses. Vignettes were crafted to contextualize participants' responses to salient working conditions. Participants sought to achieve work-life balance, derive meaning from their work, and have a sense of belonging in their careers. The perception of their ability to achieve these goals influenced the turnover intention of Black engineers within their organization. This study expands our understanding of factors influencing Black engineers' retention and informs prospective engineers of prioritized outcomes other Black engineers have used to navigate their careers. These findings can be used by organizations to inform the strategies they use to foster the retention and advancement of Black engineers in the engineering workforce.
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    Exploring Programmatic Elements, Learning, and Sense of Belonging in an Engineering Internship Program
    Vicente, Sophia (Virginia Tech, 2024-06-11)
    In engineering and STEM, internships are upheld as "high impact" practices and recommended to students by faculty, staff, and peers. Furthermore, there is a significant amount of research focused on the positive outcomes and benefits of participating in internship programs. Due to the calls to increase the quality and quantity of internships for students, it is important to explore and deepen our understanding of students' experiences in such programs. Through this dissertation, I explored engineering undergraduate students' experiences in a particular research-focused internship program. Specifically, I explored the influence of programmatic elements on students' experiences, students' perceptions of situated learning, and students' perceptions of sense of belonging in relation to their intent to return. The overarching study and resulting manuscripts provide additional detail to underlying phenomena and mechanisms that contributed to students' experiences in one program. The two most salient findings from the overarching study were the importance of both social interaction and learning in students' experiences. This work suggests key questions for practitioners and those who work with STEM students or internship programs. Future work should be conducted to continue to explore students' experiences in engineering internships and to continue to increase our understanding of how to better educate and train our students.
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    Understanding the Effects of a Math Placement Exam on Calculus 1 Enrollment and Engineering Persistence
    Ryan, Olivia; Sajadi, Susan; Barrera, Sergio; Jaghargh, Reza Tavakoli (MDPI, 2025-01-26)
    Educational institutions are grappling with declining enrollments and low mathematical achievements. This study investigates how a math placement exam (ALEKS) influences enrollment in Calculus 1 and student persistence, taking into account academic preparation and demographic factors. It also evaluates the effects of remedial math courses for students near the placement cutoff. Using Astin’s input–environment–outcome model, this study analyzed data from 3380 students employing a Kitagawa-Oaxaca-Blinder decomposition and fuzzy regression discontinuity. These methods were used to identify unexplained differences across demographic groups and capture outcomes near the math placement cutoff. Based on the findings, a cutoff of 80% for the ALEKS exam is appropriate. This study underscores the role of math placement exams in shaping engineering enrollment and student success. These findings prompt reevaluating placement strategies and support mechanisms, particularly for URM, first-generation, and female students, to enhance equity and retention in engineering.