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

An Intrinsic Case Study Exploring No...

Williams, Shwanda Jones.

FindBook

Google Book

Amazon

博客來

An Intrinsic Case Study Exploring Non-persistence of African American Students in Undergraduate Engineering at a Predominantly White Institution.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Intrinsic Case Study Exploring Non-persistence of African American Students in Undergraduate Engineering at a Predominantly White Institution./
作者:	Williams, Shwanda Jones.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	180 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
Contained By:	Dissertation Abstracts International80-03A(E).
標題:	Vocational education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11007239
ISBN:	9780438599352

An Intrinsic Case Study Exploring Non-persistence of African American Students in Undergraduate Engineering at a Predominantly White Institution.
Williams, Shwanda Jones.

An Intrinsic Case Study Exploring Non-persistence of African American Students in Undergraduate Engineering at a Predominantly White Institution. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 180 p.

Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2018.

African American persistence in STEM has consumed minds of politicians, college administrators and researchers for the past decade (Adams, Dancz, & Landis, 2015). Although several practices have been implemented and improvements have been made, African American persistence remains a national focus. According to Dika and D'Amico (2016) "representation of diverse groups in science, technology, engineering, and mathematics (STEM) fields is a persistent concern in the United States" (p. 368). Therefore, the purpose of this qualitative case study was to explore the experiences of African American undergraduates who did not persist in the College of Engineering at NC State University. Engineering is a prominent discipline and a subset of the science, technology, engineering and mathematics (STEM) discipline. African American students have been found to persist in engineering majors at a much lower rates than their peers. The self-worth achievement motivation theory developed by Covington (1984) was employed as a theoretical framework to guide the research and better understand the experiences of African American non-persistent engineers. The guiding research questions were: (1) What are the reasons some African American students do not persist in the College of Engineering at a predominantly White institution? (2) What are the particular factors within the College of Engineering that prompt non-persistence in African American students? The findings in this research study reveal emergent themes that bring to light reasons participants decided to not persist as engineering majors. Participants expressed experiencing difficulty understanding the content taught in the foundational engineering courses, becoming disinterested in the subject matter and expressing reluctance in seeking support from peers, instructors and minority engineering programs. Eight of the nine participants expressed the most common reason for non-persistence was experiencing difficulty in science and mathematics courses. Participants reported that they began to lose self-worth and eventually gave up trying in the rigorous courses; thus they changed majors. This research also presents recommendations for future research and implications for practice that may help educators and administrators further understand this phenomenon and combat non-persistence among African American students pursuing engineering degrees at NC State University.

ISBN: 9780438599352Subjects--Topical Terms:

539232
Vocational education.

An Intrinsic Case Study Exploring Non-persistence of African American Students in Undergraduate Engineering at a Predominantly White Institution.
LDR:03385nmm a2200277 4500 001 2200345
005 20181214130639.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438599352
035 $a (MiAaPQ)AAI11007239
035 $a AAI11007239
040 $a MiAaPQ $c MiAaPQ
100 1 $a Williams, Shwanda Jones. $3 3427092
245 1 3 $a An Intrinsic Case Study Exploring Non-persistence of African American Students in Undergraduate Engineering at a Predominantly White Institution.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-03(E), Section: A.
502 $a Thesis (Ph.D.)--North Carolina State University, 2018.
520 $a African American persistence in STEM has consumed minds of politicians, college administrators and researchers for the past decade (Adams, Dancz, & Landis, 2015). Although several practices have been implemented and improvements have been made, African American persistence remains a national focus. According to Dika and D'Amico (2016) "representation of diverse groups in science, technology, engineering, and mathematics (STEM) fields is a persistent concern in the United States" (p. 368). Therefore, the purpose of this qualitative case study was to explore the experiences of African American undergraduates who did not persist in the College of Engineering at NC State University. Engineering is a prominent discipline and a subset of the science, technology, engineering and mathematics (STEM) discipline. African American students have been found to persist in engineering majors at a much lower rates than their peers. The self-worth achievement motivation theory developed by Covington (1984) was employed as a theoretical framework to guide the research and better understand the experiences of African American non-persistent engineers. The guiding research questions were: (1) What are the reasons some African American students do not persist in the College of Engineering at a predominantly White institution? (2) What are the particular factors within the College of Engineering that prompt non-persistence in African American students? The findings in this research study reveal emergent themes that bring to light reasons participants decided to not persist as engineering majors. Participants expressed experiencing difficulty understanding the content taught in the foundational engineering courses, becoming disinterested in the subject matter and expressing reluctance in seeking support from peers, instructors and minority engineering programs. Eight of the nine participants expressed the most common reason for non-persistence was experiencing difficulty in science and mathematics courses. Participants reported that they began to lose self-worth and eventually gave up trying in the rigorous courses; thus they changed majors. This research also presents recommendations for future research and implications for practice that may help educators and administrators further understand this phenomenon and combat non-persistence among African American students pursuing engineering degrees at NC State University.
590 $a School code: 0155.
650 4 $a Vocational education. $3 539232
650 4 $a Educational technology. $3 517670
690 $a 0747
690 $a 0710
710 2 $a North Carolina State University. $b Technology Education. $3 3427093
773 0 $t Dissertation Abstracts International $g 80-03A(E).
790 $a 0155
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11007239