Dr. David Horton Jr. is a scholar, educator, and administrator with over two decades of experience in higher education. He currently focuses on advancing equity and access in engineering education through data-informed research and community-based initiatives. A former collegiate athlete turned academic, Dr. Horton brings a unique perspective to his work - blending competitive drive, cultural insight, and evidence-based leadership. His research, teaching, and program development have centered on improving outcomes for underrepresented students in STEM, particularly Black men in engineering. Known for his authenticity and deep commitment to student success, Dr. Horton continues to bridge scholarship, practice, and purpose in pursuit of educational equity.
Research Interests
Dr. Horton’s research examines equity and persistence in higher education with a particular focus on underrepresented students in engineering and STEM disciplines. His current work explores how mentoring networks, identity formation, and social-cognitive processes influence educational outcomes among Black male undergraduate students in engineering. Drawing upon Social Cognitive Career Theory and Engineering Role Identity frameworks, he investigates factors that shape students’ self-efficacy, recognition, and belonging within engineering education. His broader interests include institutional effectiveness, transfer student pathways, and the intersection of athletics and academic achievement among minoritized populations.
