Literaturnachweis - Detailanzeige
| Autor/inn/en | Lancaster, Chloe; Xu, Yonghong Jade |
|---|---|
| Titel | Challenges and Supports for African American STEM Student Persistence: A Case Study at a Racially Diverse Four-Year Institution |
| Quelle | In: Journal of Negro Education, 86 (2017) 2, S.176-189 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| DOI | 10.7709/jnegroeducation.86.2.0176 |
| Schlagwörter | African American Students; Academic Persistence; Barriers; Academic Achievement; STEM Education; Majors (Students); Undergraduate Students; Young Adults; Minority Group Students; Disproportionate Representation; Case Studies; Diversity (Institutional); Student Diversity; Student Attrition; Racial Differences |
| Abstract | This qualitative case study examined the experiences of twenty-five African American students in STEM majors, at different junctures in their program of study. The students were interviewed in focus groups guided by a semi-structured interview protocol. Several themes emerged to describe the dynamic factors that both weakened and strengthened student perseverance and on-time degree completion. Themes describing barriers to degree completion include: ambivalence toward the teaching and learning environment; weak, formal, relationships with faculty, inadequate preparation for challenging classes; large classes and infrequent class offerings; and frustration with academic advising. Themes describing the militating factors include: peer support, student organizations, and mentoring. Particularly, the findings illuminate the importance of academically meaningful social activities for African American students enrolled in STEM majors. (As Provided). |
| Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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