Haitian-Educated Women Completing U.S. Baccalaureate Degrees in STEM Fields: A Case Study

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Autor/in	Levasseur, Marie-Ange
Titel	Haitian-Educated Women Completing U.S. Baccalaureate Degrees in STEM Fields: A Case Study
Quelle	(2023), (208 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Barry University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1231-9
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Haitians; College Students; Females; Bachelors Degrees; STEM Education; Foreign Students; Student Attitudes; Immigrants; Student Experience; Beliefs; Academic Ability; Self Concept; Social Support Groups; Self Efficacy; Success; Language Minorities; United States + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Collegestudent; Weibliches Geschlecht; 'Bachelor''s degrees'; Bachelor-Studiengang; STEM; Schülerverhalten; Immigrant; Immigrantin; Immigranten; Studienerfahrung; Belief; Glaube; Selbstkonzept; Social support; Soziale Unterstützung; Self-efficacy; Selbstwirksamkeit; Erfolg; Sprachminderheit; USA
Abstract	Generally, the academic disciplines of Science, Technology, Engineering, and Mathematic (STEM) is viewed as a gender-specific field of study, dominated primarily by white males. Similarly, women, immigrant minorities, people of color, and Hispanics have been underrepresented in these fields. The purpose of this qualitative case study was to investigate the perceptions and experiences of Haitian-educated female immigrant students pursuing higher education degree in a STEM field in American higher education institutions. Bandura's social cognitive and self-efficacy theories, and Mezirow's transformative learning theory guided the study. The overarching research question which guided this study was: What are the views and beliefs of Haitian-educated female immigrant students about their capabilities to engage in the learning process to achieve the desired learning outcomes as they navigate the American higher education system pursuing undergraduate degrees in STEM fields? The purposive sample was six (6) Haitian-educated female immigrant students who have pursued and/or graduated with a degree in a STEM discipline. This study was conducted in accordance with qualitative research case study principles, with individual interviews based on 10 open-ended semi-structured questions. The transcribed data were analyzed with Atlas.ti qualitative software. The findings revealed three common themes and thirteen sub-themes. The first theme (100% of participants) was the challenges immigrant female students encounter in learning English as they transitioned from the French educational system to the American school environment, with three sub-themes: lack of English proficiency and language barrier, social modeling and mimicking, and desire and ability to succeed. The second theme (100% of participants) was the participants' perceptions of the American Higher Education (HE) setting, with five sub-themes: personal experience in American HE, positive learning environment, institutional support, self-efficacy beliefs, and academic success. The third theme (100% of participants) was the participants' perspectives on navigating American higher education in STEM, with five sub-themes: transformative learning experience, source of inspiration and passion for science, reflection as black female immigrant students in STEM, lack of minority students in STEM and need for inclusion, and advice to female immigrant students. Overall, this study highlighted the human experience regarding the difficulties and challenges non-English speaking immigrant students face as they transition to the U.S. higher education system, particularly Haitian-educated pursuing these specialized and competitive STEM careers at U.S. postsecondary institutions. The findings of this study are significant for language-minority immigrant female students in STEM for identification of challenges and difficulties to their learning, as well for minority-serving colleges and universities, which offer STEM degrees, for improvement toward institutional support services. [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