Case Study Analysis of the Effect of Contextual Supports and Barriers on African American Students' Persistence in Engineering PDF Download
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Author: Lisa Montgomery
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Using case study methodology (Stake, 2006), this research examined the environmental influences, or contextual supports and barriers, that were most influential in contributing to African American students' persistence in an engineering major. Social cognitive career theory provides the framework for understanding the role of contextual supports and barriers in conceptualizing persistence. Eight African American college students at a Large, Midatlantic State University (LMSU) participated in the study. Semistructured interviews, lasting on average 82.5 minutes, were conducted using an interview protocol adapted from Seymour and Hewitt (1997). The six emergent themes that had the most impact on their ability to persistence in emerging are: (1) Cultural Issues; (2) Engineering Identity; (3) Family Influence; (4) Peer relationships; (5) Academic Issues; and (6) Personal Issues. Five of the six were perceived as both contextual supports and barriers to their experience in their major. Cultural issues (e.g. participation in the Multicultural Engineering Program (MEP), involvement in National Society of Black Engineers (NSBE), and other culture-related activities) figured most prominently in providing the necessary support and obviating the effects of any barriers they encountered. Implications for various stake holders and theory were provided. Limitations and strengths of the study and recommendations for future research were also discussed.
Author: Lisa Montgomery
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Using case study methodology (Stake, 2006), this research examined the environmental influences, or contextual supports and barriers, that were most influential in contributing to African American students' persistence in an engineering major. Social cognitive career theory provides the framework for understanding the role of contextual supports and barriers in conceptualizing persistence. Eight African American college students at a Large, Midatlantic State University (LMSU) participated in the study. Semistructured interviews, lasting on average 82.5 minutes, were conducted using an interview protocol adapted from Seymour and Hewitt (1997). The six emergent themes that had the most impact on their ability to persistence in emerging are: (1) Cultural Issues; (2) Engineering Identity; (3) Family Influence; (4) Peer relationships; (5) Academic Issues; and (6) Personal Issues. Five of the six were perceived as both contextual supports and barriers to their experience in their major. Cultural issues (e.g. participation in the Multicultural Engineering Program (MEP), involvement in National Society of Black Engineers (NSBE), and other culture-related activities) figured most prominently in providing the necessary support and obviating the effects of any barriers they encountered. Implications for various stake holders and theory were provided. Limitations and strengths of the study and recommendations for future research were also discussed.
Author: Robert T. Palmer
Publisher: Routledge
ISBN: 041589946X
Category : Education
Languages : en
Pages : 266
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Book Description
In Fostering Success of Racial and Ethnic Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education.
Author: Shwanda Jones Williams
Publisher:
ISBN:
Category :
Languages : en
Pages : 170
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Book Description
Author: Jessica T. DeCuir-Gunby
Publisher: Routledge
ISBN: 1317508394
Category : Education
Languages : en
Pages : 240
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Book Description
Race and Ethnicity in the Study of Motivation in Education collects work from prominent education researchers who study the interaction of race, ethnicity, and motivation in educational contexts. Focusing on both historical and contemporary iterations of race-based educational constructs, this book provides a comprehensive overview of this critical topic. Contributors to the volume offer analyses of issues faced by students, including students’ educational pursuits and aspirations, as well as the roles of students’ family and social networks in achieving educational success. A timely and illuminating volume, Race and Ethnicity in the Study of Motivation in Education is the definitive resource for understanding motivation issues posed by non-dominant groups—including African American, Latino, Asian-Pacific Islanders, and Arab-American students--in educational contexts
Author: Elijah Andre Thorn
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
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Book Description
Completion of a college degree serves as an necessity for many individuals who want to transform their lives, change their socio-economic status and have a better chance of living the "American Dream." For African Americans, students completing a college degree can be challenging due to some significant academic and institutional barriers. The current research is replete with studies highlighting why students leave higher educational institutions. However, African American students throughout this nation persist and graduate despite some seemingly insurmountable odds. Through the use of Critical Race Theory and phenomenology as the methodological framework, this study examined the lived experiences of African American students' academic and social engagement and how they have impacted the retention, persistence and graduation of participants. Purposeful sampling procedures were employed to recruit thirteen participants and the researcher adhered to Seidman's (1998) model of a three-interview sequence and arrived at five overarching themes that emerged. A) Not my first Choice, B) Fitting in and being isolated, C) Racial Aggressions, D) Resilience/Personal strength and/or "I have something to prove" and E) What's missing. A Conclusion and recommendations for research practice and policy is also discussed within the context of this study.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309452961
Category : Medical
Languages : en
Pages : 583
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Book Description
In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome.
Author: Terry Cobb Wall
Publisher:
ISBN:
Category : African American college students
Languages : en
Pages : 498
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: John Brooks Slaughter
Publisher: JHU Press
ISBN: 1421418150
Category : Education
Languages : en
Pages : 449
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Book Description
How can academic institutions, corporations, and policymakers foster African American participation and advancement in engineering? For much of America’s history, African Americans were discouraged or aggressively prevented from becoming scientists and engineers. Those who did enter STEM fields found that their inventions and discoveries were often neither recognized nor valued. Even today, particularly in the field of engineering, the participation of African American men and women is shockingly low, and some evidence indicates that the situation might be getting worse. In Changing the Face of Engineering, twenty-four eminent scholars address the underrepresentation of African Americans in engineering from a wide variety of disciplinary and professional perspectives while proposing workable classroom solutions and public policy initiatives. They combine robust statistical analyses with personal narratives of African American engineers and STEM instructors who, by taking evidenced-based approaches, have found success in graduating African American engineers. Changing the Face of Engineering argues that the continued underrepresentation of African Americans in engineering impairs the ability of the United States to compete successfully in the global marketplace. This volume will be of interest to STEM scholars and students, as well as policymakers, corporations, and higher education institutions.
Author: Courtney B. Sanders
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Prior to the 1970s, African Americans were essentially invisible in the science and engineering academic and professional communities (Babco, 2001a). The few who did earn degrees in these fields, obtained them primarily from historically Black colleges and universities (HBCUs), and these institutions also served as the primary employer for these graduates in science and engineering (Hines, 1997; Babco, 2001a, 2001b). Since the 1970s, African Americans have made considerable progress, but still are not on a level playing field with White males in terms of opportunities for preparation of science and engineering careers or for employment and advancement in those careers. The purpose of this study was to explore second and third-year African American male engineering students0́9 perceptions and examine what experiences have contributed to their access to and persistence in engineering. A qualitative research design was employed to gather data necessary to answer the research questions. Eight second and third-year African American male engineering students from Research University (pseudonym) participated in interviews with the researcher. The data from the interviews was used to consider the themes that emerged from the participants. The findings from this study suggest that African American male engineering students at Research University have specific experiences that influence their persistence and academic achievement. Themes identified from the interview data include: (1) pre-college experiences; (2) participation in academic and social networks; (3) institutional programming and organizational support; (4) personal accountability and motivation; and (5) goals outside of engineering. As a result of this research, several future implications are highlighted. These include acknowledging the value of diversity, continued support through organizations, and increased knowledge of best practices.
