WHO I AM IN STEM: BEING AFRICAN AMERICAN, A COMMUNITY COLLEGE TRANSFER STUDENT, AND A STEM MAJOR

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Dounebaine, Y. (2020). WHO I AM IN STEM: BEING AFRICAN AMERICAN, A COMMUNITY COLLEGE TRANSFER STUDENT, AND A STEM MAJOR. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This qualitative research study utilized the stories of ten African American community college STEM transfer students to explore STEM identity formation, the role race played in this identity formation, the educational experiences that influenced the development of a STEM identity, and how the STEM identity aided in their persistence to STEM degree completion. This study explored perceived factors that affected persistence for African American community college transfer students, and compared and contrasted these findings to foundational theories on persistence across a broad audience, and to those that took into account challenges faced by specific minority communities. Three major themes emerged from this study: ‘STEM is a Part of Who I Am’, ‘Breaking Through Barriers’, and ‘Even if I Am the Only One, I Have Support’. The findings from this study suggested that STEM identity was solidified by an internal sense of belonging in STEM and highlighted the importance of human interactions in the formation of STEM identity, and positive educational experiences stemming from early childhood. The student’s connection with STEM identity seemed to be one of the strongest motivators to encourage resilience, which resulted in persistence. The implications for this research provided data to support cultivation of educational environments that are inclusive and supportive of minority students in STEM educational environments.

Details
Author

Dounebaine, Yolanda

Title

WHO I AM IN STEM: BEING AFRICAN AMERICAN, A COMMUNITY COLLEGE TRANSFER STUDENT, AND A STEM MAJOR

Physical Description

1 online resource (163 pages) : PDF

Date

2020

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This qualitative research study utilized the stories of ten African American community college STEM transfer students to explore STEM identity formation, the role race played in this identity formation, the educational experiences that influenced the development of a STEM identity, and how the STEM identity aided in their persistence to STEM degree completion. This study explored perceived factors that affected persistence for African American community college transfer students, and compared and contrasted these findings to foundational theories on persistence across a broad audience, and to those that took into account challenges faced by specific minority communities. Three major themes emerged from this study: ‘STEM is a Part of Who I Am’, ‘Breaking Through Barriers’, and ‘Even if I Am the Only One, I Have Support’. The findings from this study suggested that STEM identity was solidified by an internal sense of belonging in STEM and highlighted the importance of human interactions in the formation of STEM identity, and positive educational experiences stemming from early childhood. The student’s connection with STEM identity seemed to be one of the strongest motivators to encourage resilience, which resulted in persistence. The implications for this research provided data to support cultivation of educational environments that are inclusive and supportive of minority students in STEM educational environments.

Genre

doctoral dissertations

Subjects--Topics

Education, Higher
Science--Study and teaching
African Americans--Study and teaching
Ethnicity--Study and teaching

Degree

D.Ed.

Keywords

African American Students
Community College Transfer
Higher Education
Stem Identity

Subject Area

Educational Leadership

Advisor(s)

Merriweather, Lisa

Committee Members

D'Amico, Mark
Dika, Sandra
Stearns, Elizabeth

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2020.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Dounebaine_uncc_0694D_12340

Permalink

http://hdl.handle.net/20.500.13093/etd:2472