The HBS African American Student Union (AASU) strives to be an extended family for its members from the moment they decide to attend HBS, through the transition to the second year, and beyond graduation. Here we profile two AASU members with STEM backgrounds about their experiences before and during the MBA program.
Giovanni Estrella (MBA 2024)
Where is your hometown?
Jacksonville, Florida.
What was your pre-MBA industry and role?
I was a Senior Quality Engineer for the largest vertically integrated cannabis company in the United States. Primarily, my role was to write and manage non-conformance and quality control programs that were designed to optimize patient experience.
Why did you decide to pursue an MBA given your STEM background?
I studied mechanical engineering because I wanted to build upon my analytical, technical, and leadership skills. I wanted to think and solve any problem like an engineer but was never interested in making a long-term career out of it. The North Star that has guided my career decisions has always been entrepreneurship. I decided to pursue an MBA to build upon my business acumen and immerse myself in an environment that supports young entrepreneurs through a wide variety of resources.
What has been the most difficult part of your experience as a STEM student, and how did you overcome it?
As an openly queer Afro Latino man studying mechanical engineering at a primarily white institution, I often felt I had to choose between embracing my identity or fitting into the mold of what was considered the “typical” engineer – which was white, straight, and overly masculine. This led to feelings of isolation and impostor syndrome during my undergrad studies. I overcame these challenges by connecting with the local LGBTQ+ community and sharing my experiences to contribute to creating a more inclusive environment for other students who may face similar challenges.
How have you been able to bring your STEM background and skill set to the HBS classroom?
Usually, when I first tell people that I was an engineer at a cannabis company, they are confused about how the two can go together. Through sharing my experiences on the production floor, I have been able to educate my classmates on how engineering principles in manufacturing can be applied regardless of the product being made. My comments in class have sparked many out-of-class discussions about the legalities and stigma around cannabis consumption in the United States.
Chloe Sharp (MBA 2024)
Where is your hometown?
Detroit, Michigan.
What was your pre-MBA industry and role?
I was a Gillette Product Supply Engineer at Procter & Gamble working on process development and engineering for grooming and shaving products.
Why did you decide to pursue an MBA given your STEM background?
At the University of Michigan, I majored in Mechanical Engineering and minored in Community Action & Social Change. I have always looked for ways to combine my technical abilities and passion for social impact. After my first few corporate summer engineering internships, I knew that to have a greater impact, I would need to learn more about business concepts and corporate structure. In 2017, one of my mentors suggested I apply to the HBS Summer Venture in Management Program (SVMP). The HBS mission “to educate leaders who make a difference in the world” really resonated with me as I participated in SVMP that year. SVMP inspired me to apply to HBS through the 2+2 program, and opened my eyes to the aspects of business that can have an impact and drive social change. During SVMP I learned about the value of tackling more abstract business problems and strategy, rather than focusing on technical, more structured issues as engineers often do.
What has been the most difficult part of your experience as a STEM student, and how did you overcome it?
Adjusting to learning through the case study method has been the most challenging and exciting part of my experience as a STEM student at HBS. The case study method is a unique approach to learning that I was not used to in my undergraduate courses. It has pushed me to think critically during class preparation and during class discussion. I learn so much from my professors and peers every day in class, and I am inspired to share my perspective and experiences to push the class discussion forward. Learning and being evaluated in this way encourages me to take risks and reminds me that I always have a unique perspective to bring to the table.
How have you been able to bring your STEM background and skill set to the HBS classroom?
I bring my STEM background and skill set to the classroom in many ways. During our Technology and Operations Management (TOM) course I found myself relating to many of the cases we read and discussed in class because of my experience as an engineer at P&G. It has been exciting to learn more about how business decisions can often lead to technical developments and innovation.