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An Exploration of the Support Systems that Enable Undergraduate African American Females to Persist toward STEM Degree Attainment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Exploration of the Support Systems that Enable Undergraduate African American Females to Persist toward STEM Degree Attainment./
Author:	Smiley, Donna W.
other author:	McCants, Yolanda W.,
Description:	1 online resource (102 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29994203click for full text (PQDT)
ISBN:	9798358492097

An Exploration of the Support Systems that Enable Undergraduate African American Females to Persist toward STEM Degree Attainment.
Smiley, Donna W.

An Exploration of the Support Systems that Enable Undergraduate African American Females to Persist toward STEM Degree Attainment. - 1 online resource (102 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ed.D.)--Samford University, 2022.

Includes bibliographical references

The purpose of this phenomenological qualitative research study was to explore the perceptions of undergraduate African American females regarding the support systems that enabled them to persist toward STEM degree attainment. Social Cognitive Career Theory was the foundation of the research because it allowed the researchers to address the alignment of career choices with individually identified strengths and areas of opportunity. The three research questions that guided the study were: What university support programs enable undergraduate African American females to persist in attaining a STEM degree? How can institutions of higher learning support African American females toward attaining a STEM degree? What other university factors enable undergraduate African American females to persist in attaining a STEM degree? Eight participants from four universities shared their lived experiences. Participants either attended an HBCU or PWI in the Greater Alabama Black Belt Region. Scripted structured interviews were used to collect data. Data were analyzed using Braun and Clarke's 6-step coding and thematic analysis process. The themes that emerged from conversations with African American females were related to (1) Support through Personal factors and goals, (2) Support through Social/Relational factors, and (3) Support through Institutional factors. The description of the participants' lived experiences suggests the need for HBCUs and PWIs to continue efforts that will promote a diversified STEM field and meet the need of the nation's STEM workforce. In conclusion, this study provided insight into the types of support that might strategically enhance African American female student persistence levels toward completing a STEM degree.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798358492097Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

STEM attainmentIndex Terms--Genre/Form:

542853
Electronic books.

An Exploration of the Support Systems that Enable Undergraduate African American Females to Persist toward STEM Degree Attainment.
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