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Retaining Racially Minoritized Students in Community College STEM Programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Retaining Racially Minoritized Students in Community College STEM Programs./
作者:	Carpenter, Melissa Lee.
面頁冊數:	1 online resource (216 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	Community college education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30425192click for full text (PQDT)
ISBN:	9798379498023

Retaining Racially Minoritized Students in Community College STEM Programs.
Carpenter, Melissa Lee.

Retaining Racially Minoritized Students in Community College STEM Programs. - 1 online resource (216 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--University of Southern California, 2023.

Includes bibliographical references

This qualitative study employed the concepts of validating and institutional agents to explore the roles that community college practitioners play in the retention of racially minoritized students in STEM programs. Grounded in Bronfenbrenner's ecological systems theory, the conceptual framework was used to identify affirming practices leveraged by those who were closest to students in the higher education microsystem - STEM faculty and advisors - and the actions they took to remove financial and other barriers to promote STEM retention. Fifteen interviews were conducted with employees at a large urban community college in the Southwest to collect information about the views of faculty and advisors on the retention of racially minoritized students. The findings were based on the self-reported perceptions of faculty and advisors. The semi-structured interviews revealed several strategies that promote belonging and affirmation with themes centering on encouragement, employee availability, and diversity and inclusion. Additionally, faculty and advisors also served as institutional agents by minimizing financial barriers, offering extended learning opportunities, and influencing or adjusting instructional, departmental, or institutional policies and practices that detract from STEM student retention. Participants described activities that facilitate career exploration and development for racially minoritized students in STEM. Finally, faculty and advisors expressed the desire to collaborate with each other, provide more robust advising services, and utilize early alert tools to improve student retention. The study concluded with six recommendations for policy and practice that community college educators may want to consider as they enhance their efforts to retain racially minoritized students who are pursuing STEM degrees, thus contributing to efforts to diversify the STEM workforce within the United States.

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

Mode of access: World Wide Web

ISBN: 9798379498023Subjects--Topical Terms:

2122836
Community college education.
Subjects--Index Terms:

Community collegeIndex Terms--Genre/Form:

542853
Electronic books.

Retaining Racially Minoritized Students in Community College STEM Programs.
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