Literaturnachweis - Detailanzeige
| Autor/in | Ennis, Tanya Davis |
|---|---|
| Titel | Yearning to Learn: A Qualitative Comparative Analysis of Black Engineering Students Deciding to Stay or Leave Engineering Majors |
| Quelle | (2022), (220 Seiten)
PDF als Volltext Ph.D. Dissertation, University of Colorado at Boulder |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-4387-6772-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Blacks; African American Students; Engineering Education; Majors (Students); Institutional Characteristics; Whites; Disproportionate Representation; Enrollment; School Holding Power; Graduation Rate; Dropouts |
| Abstract | This research study analyzed the experiences of Black engineering students at a predominantly white institution (PWI) for the purpose of discovering the configurations of conditions that explain these students' decisions to stay or leave their engineering majors at this PWI. This study includes a descriptive analysis of quantitative data related to enrollment, retention and graduation rates for Black engineering students across universities at the national level and at the local university. Additionally, a qualitative study was conducted to understand more deeply the nuanced experiences of the participants. A Qualitative Comparative Analysis (QCA) was conducted to represent configurations of conditions for both stayers and leavers in the study. QCA results suggested multiple pathways of stayers and that showed the complexities of why Black students choose to stay or leave. For stayers, conditions that mattered in these pathways were involvement in the Visionary Center (a physical space and inclusive community designed to support underrepresented students including Black students), availability of academic support, the absence of financial hardship, and identification with engineering as a field. For leavers, conditions that mattered were a more limited initial reported impact of the racialized environment of the school, academic support, financial hardship, and limited identification with being an engineer. Case study data add complexity to the interpretation of these pathways. For one, the impact of the racialized environment was more widespread across stayers and leavers. In addition, the absence of financial hardship did not equate to absence of concern about financial matters. Third, the importance of intertwining of social and academic support through friendship was key. Finally, students' anticipation of the demands of engineering as a field and family guidance--not just their experience of school--shaped their identification with engineering as a field and career choices. The conceptual framework outlines the literature and theories on the anticipated conditions that affected these students' decisions to stay or leave, with a large focus on experiences of a racialized environment. [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). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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