Building Capital: Supporting Students of Color in STEM Degree Attainment

Autor/in	Brockelsby, Angela In-He
Titel	Building Capital: Supporting Students of Color in STEM Degree Attainment
Quelle	(2022), (176 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-8027-0161-4
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Transfer Students; Colleges; Minority Group Students; Educational Attainment; Academic Degrees; Student Experience; Cultural Capital; Institutional Role; Community Role; Knowledge Level; College Students; Community Colleges + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Hochschulwechsel; Schulwechsel; Studienortwechsel; College; Hochschule; Fachhochschule; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Studienerfahrung; Wissensbasis; Collegestudent; Community college; Community College
Abstract	Due to institutional and systemic barriers, few BIPOC students transfer from community colleges to 4-year institutions with aspirations to attain a STEM degree. This descriptive case study utilizes the community cultural wealth framework, funds of knowledge, and the role institutional agents play during and after the transfer and transition process for community college students pursuing STEM degree attainment at a 4-year institution. This study examined 14 students' experiences through interviews and document analysis of how they overcame the process and what types of capital, tools, and strategies helped them past those barriers towards STEM degree attainment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01