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Examining Interrelationships Among G...

Rockcliffe, Faun H.A.

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Examining Interrelationships Among Gender and Racial Microaggressions, Self-Efficacy, Interests, Outcome Expectations, Engineering Identity, and Persistence Goals for Black Undergraduate Women.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining Interrelationships Among Gender and Racial Microaggressions, Self-Efficacy, Interests, Outcome Expectations, Engineering Identity, and Persistence Goals for Black Undergraduate Women./
Author:	Rockcliffe, Faun H.A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	105 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28022407
ISBN:	9798672185545

Examining Interrelationships Among Gender and Racial Microaggressions, Self-Efficacy, Interests, Outcome Expectations, Engineering Identity, and Persistence Goals for Black Undergraduate Women.
Rockcliffe, Faun H.A.

Examining Interrelationships Among Gender and Racial Microaggressions, Self-Efficacy, Interests, Outcome Expectations, Engineering Identity, and Persistence Goals for Black Undergraduate Women. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 105 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.)--Howard University, 2020.

This item must not be sold to any third party vendors.

This dissertation study investigated dynamic interrelationships among factors relating to persistence in undergraduate engineering for African American women. It utilized structural equation modeling (SEM) to test a social cognitive career theory model (SCCT) of engineering identity and engineering major persistence goals to observe how aspects of their achievement motivation (i.e., self-efficacy, interests, outcome expectations), identity in engineering, experiences of barriers in the departmental context (operationalized as racial and gender microaggressions) interrelate with each other and inform intentions to persist in the engineering major. The sample comprised 639 self-identified U.S.-born African American women in engineering programs across the continental USA who completed an online survey. Participants were in either the second semester of the first year (n = 149), sophomore (n = 238), or junior years (n = 252), and attending Historically Black Colleges and Universities (HBCUs, n = 131) or Predominantly White Institutions (PWIs, n = 508). Results provided support for the SCCT model and demonstrated that engineering identity was the strongest positive predictor of persistence goals, followed by outcome expectations, then academic self-efficacy. Racial microaggressions negatively predicted engineering identity only. Results also revealed positive direct influences of academic self-efficacy on engineering identity, outcome expectations, and engineering interests, as well as positive indirect effects on engineering identity and major persistence goals. Engineering interests indirectly and positively predicted persistence goals. The results add to the discourse on broadening participation of traditionally underrepresented groups in the STEM workforce as well and contributes to the understanding of dynamic identity and motivational processes involved in African American women's intentions to persist in the engineering major.

ISBN: 9798672185545Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Achievement motivation

Examining Interrelationships Among Gender and Racial Microaggressions, Self-Efficacy, Interests, Outcome Expectations, Engineering Identity, and Persistence Goals for Black Undergraduate Women.
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