東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Persistence among Black Women in STEM at PBIs: A Grounded Theory Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Persistence among Black Women in STEM at PBIs: A Grounded Theory Study./
Author:	Scoffone, Chelsea Muhlhahn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	261 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28643881
ISBN:	9798544228233

Persistence among Black Women in STEM at PBIs: A Grounded Theory Study.
Scoffone, Chelsea Muhlhahn.

Persistence among Black Women in STEM at PBIs: A Grounded Theory Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 261 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ph.D.)--University of Georgia, 2021.

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

This constructivist grounded theory study explored how Black women studying science, technology, engineering, and mathematics (STEM) at Predominately Black Institutions (PBIs) demonstrate persistence. Utilizing a strengths-based approach, the current study involved semi-structured interviews and photo elicitation to better understand the experiences of 13 undergraduate women studying STEM at four PBIs. The research design employed the theoretical frameworks of intersectionality and Black feminist thought to conceptualize participants' experiences.Data from the interviews and photo elicitation exercises were coded using open and focused coding to condense the data into five overarching themes and 16 subthemes. Ultimately, the themes led to the creation of the Black Undergraduate Women in STEM Persistence (BUWSP) Model, which places significant value on external support, agency, faith, and a sense of belonging. Additionally, their identities as Black women played a crucial role in each aspect of participants' demonstration of persistence in STEM. Implications for practice and future research are also discussed.

ISBN: 9798544228233Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Black feminist thought

Persistence among Black Women in STEM at PBIs: A Grounded Theory Study.
LDR:02475nmm a2200457 4500 001 2345578
005 20230119160025.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798544228233
035 $a (MiAaPQ)AAI28643881
035 $a AAI28643881
040 $a MiAaPQ $c MiAaPQ
100 1 $a Scoffone, Chelsea Muhlhahn. $3 3684542
245 1 0 $a Persistence among Black Women in STEM at PBIs: A Grounded Theory Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 261 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Giordano, Amanda L.
502 $a Thesis (Ph.D.)--University of Georgia, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a This constructivist grounded theory study explored how Black women studying science, technology, engineering, and mathematics (STEM) at Predominately Black Institutions (PBIs) demonstrate persistence. Utilizing a strengths-based approach, the current study involved semi-structured interviews and photo elicitation to better understand the experiences of 13 undergraduate women studying STEM at four PBIs. The research design employed the theoretical frameworks of intersectionality and Black feminist thought to conceptualize participants' experiences.Data from the interviews and photo elicitation exercises were coded using open and focused coding to condense the data into five overarching themes and 16 subthemes. Ultimately, the themes led to the creation of the Black Undergraduate Women in STEM Persistence (BUWSP) Model, which places significant value on external support, agency, faith, and a sense of belonging. Additionally, their identities as Black women played a crucial role in each aspect of participants' demonstration of persistence in STEM. Implications for practice and future research are also discussed.
590 $a School code: 0077.
650 4 $a Education. $3 516579
650 4 $a Higher education. $3 641065
650 4 $a Science education. $3 521340
650 4 $a Womens studies. $3 2122688
650 4 $a Mathematics education. $3 641129
650 4 $a African American studies. $3 2122686
650 4 $a Black studies. $3 2122689
653 $a Black feminist thought
653 $a Black women
653 $a Grounded theory
653 $a Intersectionality
653 $a Persistence
653 $a STEM
653 $a Predominately Black Institutions
653 $a Black college students
690 $a 0515
690 $a 0280
690 $a 0296
690 $a 0453
690 $a 0745
690 $a 0325
690 $a 0714
710 2 $a University of Georgia. $b Education - PHD. $3 3554840
773 0 $t Dissertations Abstracts International $g 83-04A.
790 $a 0077
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28643881