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Moving toward an anti-deficit perspective : African American Science, Technology, Engineering, Mathematics (STEM) students at Hispanic-Serving Institutions (HSI)

Author: Melissa M Mahoney
Publisher: [Long Beach, California] : California State University, Long Beach, 2017.
Dissertation: M.S. California State University, Long Beach 2017
Series: California State University, Long Beach.; Master's thesis collection, Department of Educational Leadership.
Edition/Format:   Thesis/dissertation : Document : Thesis/dissertation : eBook   Computer File : English
Summary:
Abstract: The increased demand for qualified STEM workers, necessitates addressing the bachelor's science, technology, engineering and mathematics (STEM) degree achievement among African Americans and other underrepresented populations. Using inquiry derived from Harper's (2010) Anti-Deficit Achievement Framework, this study sought to explore the factors that contribute to the successful degree completion of African  Read more...
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Details

Genre/Form: Academic theses
Material Type: Document, Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Melissa M Mahoney
ISBN: 9780355066708 035506670X
OCLC Number: 1003214376
Description: 1 online resource (vii, 162 pages) : illustrations (some color)
Series Title: California State University, Long Beach.; Master's thesis collection, Department of Educational Leadership.
Responsibility: by Melissa M. Mahoney.

Abstract:

Abstract: The increased demand for qualified STEM workers, necessitates addressing the bachelor's science, technology, engineering and mathematics (STEM) degree achievement among African Americans and other underrepresented populations. Using inquiry derived from Harper's (2010) Anti-Deficit Achievement Framework, this study sought to explore the factors that contribute to the successful degree completion of African American STEM students within a large comprehensive university system. Coding of the twelve semi-structured interviews revealed six major themes: a) K-12/precollege educational experiences, b) motivation to complete a STEM degree, c) systems of social support, d) extracurricular activities and out-of-class experiences, e) addressing stereotyping and discrimination, and f) faculty behaviors and dispositions. All themes were intertwined at each phase of participants' academic careers, thereby, highlighting the complexity of this population's experience and what is needed to address their low STEM degree attainment. Findings indicated that this student population benefits from positive, sustained faculty-student interactions, holistic STEM success programming, and genuine networks of social support. Furthermore, Harper's framework can be modified to explore the motivation of African American STEM students as well as the African American student's relationship with disability support services.

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