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A study of the lived experiences of ...

Squires, Stephanie Michelle.

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A study of the lived experiences of African American women STEM doctoral degree completers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A study of the lived experiences of African American women STEM doctoral degree completers./
Author:	Squires, Stephanie Michelle.
Description:	180 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689210
ISBN:	9781321683318

A study of the lived experiences of African American women STEM doctoral degree completers.
Squires, Stephanie Michelle.

A study of the lived experiences of African American women STEM doctoral degree completers. - 180 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--Hampton University, 2015.

This study examined the lived experiences of African American women (AAW) who completed doctoral degrees in a STEM (science, technology, engineering, and mathematics) discipline in the United States. This study sought to fill the gap in the literature by examining how AAW described and made meaning of lived STEM educational experiences during doctoral degree completion in the context of the intersection of being African American and a woman. This study utilized a theoretical perspective based upon three theories: (a) critical race theory as a framework to gather AAW's narratives about STEM doctorate education, (b) Black feminist thought as a framework to view the intersection of being African American and a woman in the United States, and (c) the science identity model as a framework to view how women of color successfully complete scientific graduate degrees. Participants revealed that being an African American and a woman in a STEM doctoral program often complicated an already difficult process of completing the doctoral degree. The participants described the educational experience as challenging, particularly the writing of the dissertation. The challenges that the participants faced were due to various factors such as difficult advisor/advisee relationships, tedious writing and revision processes, politics, and lack of information regarding the doctoral degree process. The findings suggested that AAW participants confronted intrinsic bias while completing STEM doctoral degrees, which led to isolation and feelings of being an impostor---or feelings of not belonging in scientific studies. The findings also indicated that the women in this study ascribed success in dissertation writing and degree completion to one or more of the following attributes: (a) having a clear plan, (b) taking ownership of the writing process, (c) having an engaged advisor, (d) learning the writing style of the advisor, (e) understanding the temperament of the advisor, (f) personal will or self-motivation to finish, and (g) actively seeking support. Results also showed that despite being "one of the only ones," the AAW of this study utilized support networks and demonstrated resiliency and self-efficacy to reach doctoral degree completion.

ISBN: 9781321683318Subjects--Topical Terms:

2122863
Higher education administration.

A study of the lived experiences of African American women STEM doctoral degree completers.
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100 1 $a Squires, Stephanie Michelle. $3 3193316
245 1 2 $a A study of the lived experiences of African American women STEM doctoral degree completers.
300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Adviser: Christina Ramirez Smith.
502 $a Thesis (Ph.D.)--Hampton University, 2015.
520 $a This study examined the lived experiences of African American women (AAW) who completed doctoral degrees in a STEM (science, technology, engineering, and mathematics) discipline in the United States. This study sought to fill the gap in the literature by examining how AAW described and made meaning of lived STEM educational experiences during doctoral degree completion in the context of the intersection of being African American and a woman. This study utilized a theoretical perspective based upon three theories: (a) critical race theory as a framework to gather AAW's narratives about STEM doctorate education, (b) Black feminist thought as a framework to view the intersection of being African American and a woman in the United States, and (c) the science identity model as a framework to view how women of color successfully complete scientific graduate degrees. Participants revealed that being an African American and a woman in a STEM doctoral program often complicated an already difficult process of completing the doctoral degree. The participants described the educational experience as challenging, particularly the writing of the dissertation. The challenges that the participants faced were due to various factors such as difficult advisor/advisee relationships, tedious writing and revision processes, politics, and lack of information regarding the doctoral degree process. The findings suggested that AAW participants confronted intrinsic bias while completing STEM doctoral degrees, which led to isolation and feelings of being an impostor---or feelings of not belonging in scientific studies. The findings also indicated that the women in this study ascribed success in dissertation writing and degree completion to one or more of the following attributes: (a) having a clear plan, (b) taking ownership of the writing process, (c) having an engaged advisor, (d) learning the writing style of the advisor, (e) understanding the temperament of the advisor, (f) personal will or self-motivation to finish, and (g) actively seeking support. Results also showed that despite being "one of the only ones," the AAW of this study utilized support networks and demonstrated resiliency and self-efficacy to reach doctoral degree completion.
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