東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Factors influencing persistence amon...

Hines, S. Maxwell.

FindBook

Google Book

Amazon

博客來

Factors influencing persistence among African-American upperclassmen in natural science and science-related majors at a major research university.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors influencing persistence among African-American upperclassmen in natural science and science-related majors at a major research university./
作者:	Hines, S. Maxwell.
面頁冊數:	193 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-06, Section: A, page: 2421.
Contained By:	Dissertation Abstracts International57-06A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9634441

Factors influencing persistence among African-American upperclassmen in natural science and science-related majors at a major research university.
Hines, S. Maxwell.

Factors influencing persistence among African-American upperclassmen in natural science and science-related majors at a major research university. - 193 p.

Source: Dissertation Abstracts International, Volume: 57-06, Section: A, page: 2421.

Thesis (Ph.D.)--State University of New York at Buffalo, 1996.

Historically, science careers in the United States of America have, for the most part, been the domain of White males. Reports such as, The Condition of Education, vol. II (1990) indicate a small but increasing number of minority students pursuing natural science and science related career fields. Nevertheless, at its present rate, minority presence in the sciences and related fields will remain severely limited well into the next century. For many reasons, it has been difficult for minorities to enter science and science related fields. Not the least of these is the majority's stereotypical views of those minorities. Still, even in the face of barriers and other discouragements some minorities persist in their pursuit of these fields as career choices.Subjects--Topical Terms:

1017897
Education, Sciences.

Factors influencing persistence among African-American upperclassmen in natural science and science-related majors at a major research university.
LDR:03352nmm 2200289 4500 001 1859008
005 20041105113248.5
008 130614s1996 eng d
035 $a (UnM)AAI9634441
035 $a AAI9634441
040 $a UnM $c UnM
100 1 $a Hines, S. Maxwell. $3 1946674
245 1 0 $a Factors influencing persistence among African-American upperclassmen in natural science and science-related majors at a major research university.
300 $a 193 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-06, Section: A, page: 2421.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 1996.
520 $a Historically, science careers in the United States of America have, for the most part, been the domain of White males. Reports such as, The Condition of Education, vol. II (1990) indicate a small but increasing number of minority students pursuing natural science and science related career fields. Nevertheless, at its present rate, minority presence in the sciences and related fields will remain severely limited well into the next century. For many reasons, it has been difficult for minorities to enter science and science related fields. Not the least of these is the majority's stereotypical views of those minorities. Still, even in the face of barriers and other discouragements some minorities persist in their pursuit of these fields as career choices.
520 $a With the aforementioned in mind, the overarching research question becomes, "Why do some members of minority groups persist in their pursuit of natural science and science related career fields against discouraging odds?" This investigation of minorities was limited to 10 African American upperclassmen majoring either in natural science or science related disciplines at a coeducational, major research university of the Atlantic seaboard region. Demographic information was collected. Using methods of naturalistic inquiry, three, in-depth, audio taped interviews were conducted with each respondent in order to elicit pertinent information about persistence. The respondents' background, family, schooling, and other influences on persistence were examined. The respondents were queried about their experiences within their respective disciplines. Included is an investigation of what affective factors influence their persistence in their disciplines. The audio taped data were transcribed, coded, and qualitatively analyzed utilizing grounded theory methodology with regard to the factors that influenced persistence among the respondents.
520 $a Among the many general findings, three theories for the data were developed: (1) the importance of the development of internal locus of control to persistence; (2) the role passive resistance to uncomfortable environments plays in persistence; and (3) the emphasis on the product of science education rather than the process of science education. Data based suggestions are offered to science educators to assist them in promoting African American retention and persistence in science and scientific careers.
590 $a School code: 0656.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Higher. $3 543175
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Black Studies. $3 1017673
690 $a 0714
690 $a 0745
690 $a 0525
690 $a 0325
710 2 0 $a State University of New York at Buffalo. $3 1017814
773 0 $t Dissertation Abstracts International $g 57-06A.
790 $a 0656
791 $a Ph.D.
792 $a 1996
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9634441