Black Men in Engineering Graduate Programs: A Theoretical Model of the Motivation to Persist

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Autor/inn/en	Burt, Brian A.; Roberson, Justin J.; Johnson, Jarrel T.; Bonanno, Anne
Titel	Black Men in Engineering Graduate Programs: A Theoretical Model of the Motivation to Persist
Quelle	In: Teachers College Record, 122 (2020) 11, (58 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	African American Students; Males; Graduate Students; Academic Persistence; Engineering Education; Student Motivation; Racial Composition; Educational Environment; Social Influences; Cultural Influences; Identification (Psychology); Student Experience; Family Influence; Peer Influence; Occupational Aspiration + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ingenieurausbildung; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sozialer Einfluss; Cultural influence; Kultureinfluss; Studienerfahrung; Berufsneigung; Berufsziel
Abstract	Background: A growing body of research highlights the experiences of Black men students who successfully navigate science, technology, engineering, and mathematics (STEM) educational pathways. Many Black men graduate students in engineering describe moments when their advisors, peers, and, at times, community members make them feel different because of their race and gender. Needed is a better understanding of what motivates Black men to persist in graduate school despite such challenges. Purpose: This study advances a new theoretical model, "Black Men's Graduate Engineering Motivation" (BMGEM), to describe the overlaying factors and sources of motivation--and their interrelations--that influence Black men in engineering graduate programs to persist. Research Design: To explore the motivational factors that influence Black men in graduate engineering programs at predominantly White institutions (PWIs) to persist, this study of 42 students used an eight-item demographic form, one-on-one semi-structured interviews, and follow-up focus groups. Data analysis was conducted using adapted grounded theory techniques. After the completion of data collection and multiple iterations of analyses (both inductive and deductive), existing conceptualizations of motivation were used to help make sense of data. The connection to existing literature, code development, their placement into categories, and placing categories into themes led to the creation of a substantive, practice-informing theory: Black Men's Graduate Engineering Motivation. Findings: Data analysis resulted in the theory of Black Men's Graduate Engineering Motivation (BMGEM). The BMGEM explains the overlaying factors that influence individuals' experiences and motivations to persist (i.e., sociocultural factors, personal factors, social identities, pre-graduate school experiences), and external and internal motivational sources that also influence students' motivations to persist (i.e., desire to earn a graduate degree, desire to become an engineer, challenges during graduate school, peers, family members, [under]representation, self-coaching practices, career and professional goals). Conclusions and Recommendations: The findings from this study inform future research, and practice-based strategies around broadening participation, that aid in Black men's progress through science and engineering pathways. With this new information, we charge engineering colleges to make true commitments to broadening participation, which means centering students--in this case, Black men--as contributors to STEM. In doing so, engineering colleges need to commit to helping Black men succeed. Assisting in their motivation to persist is a key to meeting this charge. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01