How Minority Women Succeed in STEM Fields at a Historical Black College and University: A Qualitative Single Descriptive Case Study

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Autor/in	Mullins, Vanessa R.
Titel	How Minority Women Succeed in STEM Fields at a Historical Black College and University: A Qualitative Single Descriptive Case Study
Quelle	(2018), (147 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-9752-4
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Minority Groups; Females; Higher Education; Disproportionate Representation; Equal Education; Equal Opportunities (Jobs); Gender Bias; Black Colleges; Critical Theory; Race; Feminism; African American Students; Rural Schools; Student Attitudes; Barriers; Coping; Resilience (Psychology); Academic Persistence; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Ethnische Minderheit; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Geschlechterstereotyp; Kritische Theorie; Rasse; Abstammung; Feminismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schülerverhalten; Bewältigung
Abstract	This qualitative single descriptive case study addressed the perspectives of how minority women perceived higher education institutions support or lack of support in Science, Technology, Engineering, and Mathematics (STEM) fields. The problem was that there is a disproportionately small number of minority women being prepared to fill STEM jobs. The United States is challenged to transform STEM education and produce a thriving workforce of STEM professionals to improve the global economy. This study investigated how minority women who are pursuing degrees and have earned degrees in the STEM field experienced academic success at one Historically Black College and University (HBCU). This study employed critical race feminism and black feminist thought as the theoretical frameworks and included factors of how this race and gender interpreted identity, social exclusion, higher education access and retention, and completion. The units of analysis (minority women) were selected from a HBCU (case) situated in a rural Midwestern community in southern Ohio. Data collection consisted of questionnaire, structured interviews, observations, journal reflection responses of six minority (black) women's interpretation and analysis of STEM education. The research questions were based on the critical perspectives of the underlying concepts of persistence that minority women valued as important in the interpretation of their own power to overcome obstacles in STEM education. This research highlighted the importance of minority women and institutions partnering and integrating institutional leadership positions and policy changes to balance the power in opening new opportunities to establish minority girls and women as an integral talent in STEM recruitment and retention. This case study methodology encouraged and supported students, families, institutions, and STEM industry stakeholders in identifying ways to recruit and retain minority women in the culture of science and technology with specific attention to how the role of gender and race impact collegiate minority women and graduates. Recommendations for future research is to seek minority girls and women perspectives in STEM fields to understand how they remain successful. Further research in monitoring and evaluating STEM education inclusion practices and action plans for justice for minority women in increasing access, resources, retention, and completion in the STEM fields. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01