- Four major themes appeared: African American and Latino American men tend to (1) feel alone and invisible, (2) lack same race peers and faculty members, (3) have difficulty applying theory to practice, and (4) lack the pre-college preparation necessary to succeed in STEM fields.
- Participants indicated that they are rarely called upon by name and that many of their comments go unacknowledged by professors, unlike their White and Asian peers who are encouraged by the professor.
- With few or no same-race contemporaries or upperclassmen mentors to rely on for support, and a related sense of alienation, the climate in Engineering majors may seem unwelcoming.
- When talking about their experiences in STEM, the interviewees noted a few consequences of having few same-race peers and faculty members. These consequences included, but were not limited to 1) lack of identification with faculty, 2) pressure to represent their race, and 3) isolation from both same-race peers, as well as White and Asian Pacific Islander students.
- Students may feel alone and unable to relate to others due to differences in culture, personality type, or level of competitiveness.
- Interview participants mentioned several difficulties when applying curriculum to practice such as: (a) the style of assignments and time required to complete tasks, (b) boredom with subject matter, (c) few opportunities to practice tasks before taking exams, and (d) having to wait until after sophomore year to take courses within their major.
- Interview participants noted that they lacked pre-college preparation for STEM coursework due to: (1) lack of high school resources, (2) study and time management skill deficits, and (3) lack of information about and support (from others) in their interest in STEM.
- With the appropriate support, information, and mentoring, students may still succeed in STEM fields regardless of their pre-college preparation.