A Cultural Wealth Perspective on Success and Persistence in Engineering for Black and Latino Students: Exploring Interactions with Faculty and Other Institutional Agents

1 online resource (206 pages) : PDF

2014

University of North Carolina at Charlotte

Using Yosso's (2005) community cultural wealth (CCW) framework, this qualitative case study (conducted through a federally-funded grant) explored the experiences of eight Black and Latino successful engineering students at a Southeastern university. Through the analysis of an online demographic questionnaire, individual semi-structured interviews, and contextual data related to the institution, four main themes emerged. Findings indicated that students were empowered by various forms of capital of their cultural wealth and that interactions with faculty and other institutional agents played significant roles in how they navigated at the institution. With a high priority in the United States to increase diversity in STEM and improve representation of Black and Latino students in both STEM education (especially engineering) and the workforce, practical and research implications of the study's findings are considered and discussed as well as future research efforts.

doctoral dissertations

Engineering
Education

D.Ed.

Cultural Wealth
Faculty-Student Interactions
Stem
Success

Educational Leadership

Dika, Sandra

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2014.

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Copyright is held by the author unless otherwise indicated.

Foxx_uncc_0694D_10689

http://hdl.handle.net/20.500.13093/etd:1700