Black Student Voices in Engineering Work-Integrated Learning Experiences across Canada
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| Title: | Black Student Voices in Engineering Work-Integrated Learning Experiences across Canada |
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| Language: | English |
| Authors: | D'Andre Wilson-Ihejirika, Amanda Tamakloe |
| Source: | International Journal of Work-Integrated Learning. 2026 27(1):99-117. |
| Availability: | New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Blacks, Engineering Education, Work Based Learning, Learning Experience, College Graduates, Undergraduate Students, Access to Education, Internship Programs, Student Motivation, Work Experience, Microaggressions, Career Development, Capstone Experiences, Research Projects, Professional Identity |
| Geographic Terms: | Canada |
| Abstract: | Work-integrated learning (WIL) is essential for students' academic, career, and personal development. In Canada, engineering programs have long incorporated WIL through capstone projects, research initiatives, co-operative education, and internships. Despite these opportunities, Black students remain underrepresented in engineering, and their voices are rarely included in discussions about WIL. This study explores the experiences of Black engineering students in WIL across Canada. Using a conceptual framework incorporating CEWIL Canada and other global WIL types, social cognitive career theory, critical race theory, and intersectionality, interviews were conducted with 17 Black engineering graduates from diverse backgrounds. Findings revealed challenges included systemic barriers, such as lack of access to internships for international students, microaggressions including negative research project experiences, as well as engineering identity formation, for example, capstone projects providing opportunities for autonomy and cultural expression. This study offers insights to help educators and administrators create more inclusive WIL experiences for Black engineering students in Canada. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506575 |
| Database: | ERIC |
| Abstract: | Work-integrated learning (WIL) is essential for students' academic, career, and personal development. In Canada, engineering programs have long incorporated WIL through capstone projects, research initiatives, co-operative education, and internships. Despite these opportunities, Black students remain underrepresented in engineering, and their voices are rarely included in discussions about WIL. This study explores the experiences of Black engineering students in WIL across Canada. Using a conceptual framework incorporating CEWIL Canada and other global WIL types, social cognitive career theory, critical race theory, and intersectionality, interviews were conducted with 17 Black engineering graduates from diverse backgrounds. Findings revealed challenges included systemic barriers, such as lack of access to internships for international students, microaggressions including negative research project experiences, as well as engineering identity formation, for example, capstone projects providing opportunities for autonomy and cultural expression. This study offers insights to help educators and administrators create more inclusive WIL experiences for Black engineering students in Canada. |
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