Where Extrinsic Meets Intrinsic Motivation: An Investigation of Black Student Persistence in Pre-Health Careers

Autor/inn/en	Tucker, Constance R.; Winsor, Denise L.
Titel	Where Extrinsic Meets Intrinsic Motivation: An Investigation of Black Student Persistence in Pre-Health Careers
Quelle	In: Negro Educational Review, 64 (2013) 1-4, S.37-57 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0548-1457
Schlagwörter	Student Motivation; College Students; Persistence; Career Development; Occupational Aspiration; Self Determination; Minority Groups; At Risk Students; Constructivism (Learning); Grounded Theory; Semi Structured Interviews; Personal Narratives; Premature Infants; African American Students; Summer Programs; Socioeconomic Background; Extracurricular Activities; Educational Attainment; Career Choice; Experience; Student Interests; Barriers; Theories + Suchen Sie Ihr Suchwort? Schulische Motivation; Collegestudent; Ausdauer; Berufsentwicklung; Berufsneigung; Berufsziel; Selbstbestimmung; Ethnische Minderheit; Erlebniserzählung; Frühgeburt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Sommerkurs; Sozioökonomische Lage; Außerunterrichtliche Aktivität; Bildungsabschluss; Bildungsgut; Erfahrung; Studieninteresse; Theory; Theorie
Abstract	In order to increase the number of health care providers in underserved communities, numerous efforts are being made to increase the number of Black students in the health professions. Research supports the idea that individuals from minority populations seek doctors of the same race or culture. In an effort to provide increased health care to minority communities, researchers and educators endeavor to understand the factors that prevent Black students from matriculating in and graduating from professional schools. In this study we explored how students persist in health professions, despite academic and social challenges. Specifically, the career persistence of four Black pre-health students was explored using semi-structured interviews. Career persistence and motivation were investigated using the framework of self-determination theory (SDT). Results indicate that the SDT framework does not fully incorporate the motivational experiences of these students. Further, we propose an expansion of the current SDT model. (Contains 1 table, 4 figures, and 15 footnotes.) (As Provided).
Anmerkungen	Negro Educational Review, Inc. NER Editorial Offices, School of Education, 1601 East Market Street, Greensboro, NC 27411. Tel: 412-648-7320; Fax: 412-648-7081; Web site: http://www.oma.osu.edu/vice_provost/ner/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10