Retaining Racially Minoritized Students in Community College STEM Programs

Autor/in	Carpenter, Melissa Lee
Titel	Retaining Racially Minoritized Students in Community College STEM Programs
Quelle	(2023), (216 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-9802-3
Schlagwörter	Hochschulschrift; Dissertation; Community College Students; Minority Group Students; School Holding Power; STEM Education; Urban Universities; Educational Practices; Career Exploration; Career Development; Diversity; Labor Force + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community colleges; College students; Community College; Collegestudent; STEM; Bildungspraxis; Berufserkundung; Berufsentwicklung; Labour force; Arbeitskraft; Erwerbsbevölkerung
Abstract	This qualitative study employed the concepts of validating and institutional agents to explore the roles that community college practitioners play in the retention of racially minoritized students in STEM programs. Grounded in Bronfenbrenner's ecological systems theory, the conceptual framework was used to identify affirming practices leveraged by those who were closest to students in the higher education microsystem -- STEM faculty and advisors -- and the actions they took to remove financial and other barriers to promote STEM retention. Fifteen interviews were conducted with employees at a large urban community college in the Southwest to collect information about the views of faculty and advisors on the retention of racially minoritized students. The findings were based on the self-reported perceptions of faculty and advisors. The semi-structured interviews revealed several strategies that promote belonging and affirmation with themes centering on encouragement, employee availability, and diversity and inclusion. Additionally, faculty and advisors also served as institutional agents by minimizing financial barriers, offering extended learning opportunities, and influencing or adjusting instructional, departmental, or institutional policies and practices that detract from STEM student retention. Participants described activities that facilitate career exploration and development for racially minoritized students in STEM. Finally, faculty and advisors expressed the desire to collaborate with each other, provide more robust advising services, and utilize early alert tools to improve student retention. The study concluded with six recommendations for policy and practice that community college educators may want to consider as they enhance their efforts to retain racially minoritized students who are pursuing STEM degrees, thus contributing to efforts to diversify the STEM workforce within the United States. [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