Exploring the equity climate of construction education in the land grant system: A mixed methods study

In the United States, there is a documented demand for educated construction managers, and a bachelor’s degree in a construction-related field offers the best prospects for entry into the profession. Furthermore, the construction management profession is projected to grow through 2026, while offering higher than average salaries and an increased prospect for employment when compared to other professions. Despite the demand for educated professionals, the construction management profession is White male-dominated and would benefit from a more gender and ethnically diverse workforce. Given the potential benefits of a more diverse construction workforce and the importance of a bachelor’s degree for entering the profession, construction education programs (e. g. , construction management, construction engineering, etc. ) at colleges and universities are strategically situated to drive a diversity shift within the industry. This is particularly true at land grant universities that are tasked with creating educational opportunities and access for those who have been traditionally underserved in higher education. This dissertation evaluates the equity climate of undergraduate construction education programs housed in land grant universities. In particular, this dissertation focuses on equity disparities between women and Latinxs, and their respective counterparts, as these two groups have the highest potential to meet the growing demand for construction managers while also increasing the diversity levels of the construction management workforce. Utilizing a convergent mixed methods design, this dissertation is comprised of three semi-autonomous studies, each designed to evaluate a particular aspect of educational equity. In the first study, enrollment and retention rates, interdepartmental migration patterns, student satisfaction levels, and the graduation success outcomes of undergraduate students enrolled in a large land grant university construction education program were evaluated. Results indicated many noteworthy trends and equity gaps exist, suggesting that the construction education program of interest would be well served to better support female and Latinx students in addition to minority, Pell eligible, and first generation students. In the second study, a case study is presented which compared current (2010 to 2017) and historic (1990 to 2009) enrollment trends and academic success outcomes (e. g. , GPA and graduation rates) for undergraduate Latinx and women student in addition to first generation, Pell eligible, and, minority students at a large CM program (n = 766). Results indicated statistically significant opportunity gaps in enrollment and academic success outcomes exist between underrepresented racial/ethnic minorities and their White peers; and, that the magnitude of some of these opportunity gaps has increased in comparison to historic levels. In the third study, the physical artifacts of three construction education programs at land grant universities across the United States were evaluated to understand the non-verbal message relating to who belongs and is valued in construction education? Results suggest that construction education programs could implement numerous improvements in creating a more inclusive physical environment as White men are primarily represented as the management workforce while people of color are portrayed as the construction labor workers, and women are underrepresented in the physical artifacts. At the conclusion of the three studies, significant findings, suggestions for practice, recommendations for future research, and limitations are be discussed as they relate to the equity climate and outcomes of construction education programs in the land grant system. Ultimately, results indicate that numerous educational disparities exist between women, Latinxs, and their respective counterparts, and that land grant construction education programs would be well served to focus on creating a more equitable educational climate for all.