Download or read book Case Study Analysis of the Effect of Contextual Supports and Barriers on African American Students Persistence in Engineering written by Lisa Montgomery and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Fostering Success of Ethnic and Racial Minorities in STEM written by Robert T. Palmer and published by Routledge. This book was released on 2013 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book An Intrinsic Case Study Exploring Non persistence of African American Students in Undergraduate Engineering at a Predominantly White Institution written by Shwanda Jones Williams and published by . This book was released on 2018 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Race and Ethnicity in the Study of Motivation in Education written by Jessica T. DeCuir-Gunby and published by Routledge. This book was released on 2016-06-17 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book A Qualitative Examination of the Support Systems Impacting the African American Student Persistence Retention and Graduation at a Predominantly White Research extensive Land grant Midwestern University written by Elijah Andre Thorn and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Communities in Action written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-27 with total page 583 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Access to Information written by Terry Cobb Wall and published by . This book was released on 1995 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Voices of Persistence a Case Study Analysis of African American Male Community College Students Participating in a First year Learning Community written by and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Changing the Face of Engineering written by John Brooks Slaughter and published by JHU Press. This book was released on 2015-12-15 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Experiences of African American Male Engineering Students a Qualitative Analysis written by Courtney B. Sanders and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book THE STRUGGLE IS REAL written by Phillip Smith and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative multi-case study explored the experiences, motivation, and persistence factors for African American college students with basic needs issues while attending a four-year public, urban, predominantly white institution (PWI) in the Mid-Atlantic region. The study addressed two primary research questions: 1) What motivates Black students with basic needs challenges to persist in college? 2) How does experiencing basic needs challenges affect Black students' overall collegiate experiences? The data was collected through semi-structured interviews and observation data to gather first-hand experiences of five matriculated students in their last four semesters of undergraduate coursework and have faced some form of a basic needs problem, using sense of belonging as the conceptual framework. Through analysis of the data, insight was provided into the lived experiences of African American college students with basic needs challenges. Subsequently, seven major themes emerged: Motivation, Lived Experience, College Environment, Faculty and Staff Interactions, the COVID-19 Effect, The Struggle is Real (Resiliency), and Participant Advice. Finding suggests that African American college students' motivation for seeking a degree is due to the ability to propel themselves out of their current situation, and the needed support from their institutions, faculty and staff, and families to overcome their basic needs challenges. Implications for practice and policy and areas of future research are discussed.
Download or read book Children s Ethnic Socialization written by Jean S. Phinney and published by SAGE Publications, Incorporated. This book was released on 1987-03 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: How and why does ethnicity affect children? How do children come to understand their own and others' ethnicity? This valuable volume, published in cooperation with the Society for Research in Child Development, focuses on these important questions. It provides a synthesis of research and theory regarding children's ethnic socialization, considers the impact of ethnicity within a developmental framework and discusses the implications of findings for education, mental health and community services.
Download or read book I ma Just Keep Moving written by Ta'janette Sconyers and published by . This book was released on 2017 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although access and retention are regularly explored in higher education, there continues to be a lack of emphasis on the psychological variables and strategies that influence the persistence of students, particularly those who are labeled as "at-risk" for college dropout. The tendency to view students as "at-risk" is deficit-focused (Riele, 2006) as it assumes insufficiency without acknowledging the context and strengths of the individual. The current study challenged deficit-focused narratives and examined the persistence of Black first-generation students and the factors to which they attribute their degree completion. Utilizing a case study qualitative research approach and critical race lens, the study consisted of two individual interviews with each of five Black first-generation women participants. Additionally, data collection included a document analysis to describe the campus climate and the unique political context of the university. The findings suggested that participants utilized multi-faceted ways of coping with academic, financial, social, emotional, and campus climate challenges such as racial division and lack of inclusion. Participants endorsed coping strategies that included religious/spiritual beliefs and practices, community support, and cognitive behavioral strategies. Further, participants discussed that their ability to persist and graduate was influenced by their perceived responsibility to their families and Black community to seize the educational opportunity not afforded to everyone. The findings implicate the need to identify and support Black first-generation college students prior to or early on in their college degrees in order to increase their likelihood of degree completion. Particularly, Black first-generation students would likely benefit from affirming academic and emotional coaching as they navigate college culture and expectations.
Download or read book Stories of Resilience in Engineering written by Stacie Gregory and published by . This book was released on 2016-04-15 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American women are grossly underrepresented in engineering. Despite their low representation in engineering colleges, some are able to persist and earn their degrees. This book shares a qualitative study that was designed to better understand the strategies 10 African American women employed to help them remain resilient in engineering degree programs. For this investigation, there was an underlying assumption that African American women who persist in engineering must contend with stereotype threat. Stereotype threat is a psychosocial phenomenon in which people in stigmatized social categories fear confirming negative stereotypes about their group. Ten African American female women who have persisted in engineering degree programs were interviewed twice over the course of one academic semester. They also wrote a brief response to an article they were asked to read. The interviews and reading reactions confirmed the assumption that they experienced stereotype threat. Data also disclosed six tools that contributed to their persistence. These tools include: (a) active involvement with the Black community on campus; (b) a strong desire to give back and inspire the next generation of engineers; (c) faith, family, and community; (d) a firm identity/strong sense of self; (e) being proud/passionate/committed to being an engineer; and (f) being advocates for themselves.
Download or read book Black Students Success in an Engineering Program written by Michelle Smith Ware and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to understand how Black students progress in an undergraduate engineering program. Researchers explored how undergraduate engineering majors navigated barriers using heuristic knowledge and action to be successful in engineering. The research questions were: 1) What barriers do Black engineering students experience? 2) What heuristic knowledge do Black engineering students need to overcome barriers? 3) What specific actions do Black engineering students take to overcome barriers? The sample of 16 Black undergraduate current (n = 11) and former (n = 5) engineering students attending a private, Midwestern university in Fall 2020 consisted of a representative group of sophomores (n = 6), juniors (n = 7), and seniors (n = 3). An explanatory sequential mixed methods approach used a survey and interviews to examine the barriers experienced, heuristic knowledge needed, and actions students took to overcome barriers while in engineering. Descriptive statistics and interview theme analysis were used to compare the experiences of current and former engineering students. Results indicated a variation in student experiences and description of racial discrimination with former engineering students experiencing less racial discrimination. Black students need mental health resources, but former engineering students expressed the need to know about and took action to find mental health resources more often than continuing engineering students. Continuing engineering students built friendships/relationships with engineering students that did not look like them more often than former engineering students. Black students' distinct lived experiences are invaluable to their success in engineering. This study supports defining Black student success as the ability to navigate unique barriers, identify heuristic knowledge needed to address these barriers, and take action to manage these barriers to move forward on their path in engineering.
Download or read book Barriers to Persistence in Adult Basic Education The Experiences of African American Learners written by Simone Thomas and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most pervasive issues facing educators and administrators in Adult Basic Education (ABE) is student persistence. The purposes of this qualitative study were 1) to identify the experiences that African American adult learners associated with their decisions to leave ABE programs; 2) to ascertain the impact of participants' perceptions of participation in ABE relative to their self perceptions and individual learning goals; and 3) to examine the extent to which barriers perceived by participants were consistent with barriers identified in the existing literature. Three research questions guided this study: 1) what experiences do participants associate with past decisions to leave one or more ABE programs; 2) how do participants view participation in ABE relative to their self perceptions and individual learning goals; and 3) do participants perceive barriers other than those identified in the literature? This study was guided by an interpretivist theoretical framework. It was conducted at a nonformal ABE program offered by a nonprofit organization. The participants were six African American learners enrolled in ABE at the time of data collection, each of whom had previously failed to persist in this or some other ABE program. Data sources include individual interviews, focus groups, classroom observations, artifacts, a research journal, and field notes. Findings of he study indicated that African American ABE students perceived a number of barriers. Situational barriers included family obligations, health problems, and work. Dispositional barriers perceived by participants were low self-efficacy, shame, and negative perceptions of racial identity. Age was identified as both a situational and a dispositional barrier. Lack of tutor persistence, lack of individual attention, embarrassment in the learning setting, and dissatisfaction with instructional options were structural barriers identified by participants. Additional structural barriers found included lack of cultural relevance in instruction and overemphasis on grammar. Boshier's Congruence Model accurately predicted the participation decision of three participants. The study's findings suggest that African American ABE students' participation decisions are greatly impacted by their experiences in the learning setting and individual self perceptions. Unavoidable life events and competing obligations also led to learners' failure to persist. .
Download or read book Mathematics Success and Failure Among African American Youth written by Danny Bernard Martin and published by Routledge. This book was released on 2000 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in Mathematics Success and Failure Among African-American Youth, the results of a year-long ethnographic and observational study of African-American students and their parents and teachers. Mathematics Success and Failure Among African-American Youth goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students. The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.
