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Academic, institutional, and family ...

Williamson, Shane Y.

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Academic, institutional, and family factors affecting the persistence of Black male STEM majors.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Academic, institutional, and family factors affecting the persistence of Black male STEM majors./
Author:	Williamson, Shane Y.
Description:	140 p.
Notes:	Adviser: Sharon Ryan.
Contained By:	Dissertation Abstracts International68-05A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269188
ISBN:	9780549082590

Academic, institutional, and family factors affecting the persistence of Black male STEM majors.
Williamson, Shane Y.

Academic, institutional, and family factors affecting the persistence of Black male STEM majors. - 140 p.

Adviser: Sharon Ryan.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2007.

The present study examined how familial and institutional factors interact with the academic experiences of a diverse group of Black males enrolled as science, technology, engineering, and mathematics (STEM) majors at one university. Ogbu's (1998) Cultural-Ecological Theory of Minority School Performance, the theoretical framework, posits that the manner by which a group achieves minority status, coupled with community and family educational values, impacts academic achievement. Immigrants, voluntary minorities, perform better academically than involuntary minorities, nonimmigrants, because they are more accepting of and likely to adapt to the White middle-class norms that schools in the United States are based on (Ogbu, 1994, 2004).

ISBN: 9780549082590Subjects--Topical Terms:

1017673
Black Studies.

Academic, institutional, and family factors affecting the persistence of Black male STEM majors.
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100 1 $a Williamson, Shane Y. $3 1293723
245 1 0 $a Academic, institutional, and family factors affecting the persistence of Black male STEM majors.
300 $a 140 p.
500 $a Adviser: Sharon Ryan.
500 $a Source: Dissertation Abstracts International, Volume: 68-05, Section: A, page: 2033.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2007.
520 $a The present study examined how familial and institutional factors interact with the academic experiences of a diverse group of Black males enrolled as science, technology, engineering, and mathematics (STEM) majors at one university. Ogbu's (1998) Cultural-Ecological Theory of Minority School Performance, the theoretical framework, posits that the manner by which a group achieves minority status, coupled with community and family educational values, impacts academic achievement. Immigrants, voluntary minorities, perform better academically than involuntary minorities, nonimmigrants, because they are more accepting of and likely to adapt to the White middle-class norms that schools in the United States are based on (Ogbu, 1994, 2004).
520 $a To address the research questions, which focused on the participants' academic experiences and role of their families as Black male STEM majors as a group and by ethnicity, a mixed method design was used. Undergraduate Black male students who had completed at least one year of college and were a full-time STEM major (258 students), were emailed to request their participation in the study by completing a web version of the Academic and Social Integration Scale (Pascarella & Terenzini, 1980) and a demographic survey. Ninety-nine surveys were usable, yielding a response rate of 38%. The qualitative method of interviews allowed the researcher to investigate the role of six students' families in their educational experiences as well as campus climate and interactions with faculty.
520 $a While the data overall are positive for the sample, when viewed by ethnic groups it was evident the African and Caribbean students are academically integrated to campus more than African American students. The African students, more so than any other ethnic group, are connecting, interacting, and forming relationships with faculty outside of the classroom; conversely, African American students in this study reported having the least amount of effective, connections with faculty.
520 $a This research study found that for the Black male STEM students in this project (a) their family is a pivotal force, (b) academic experiences varied across ethnicities, (c) faculty mediate student success, and (d) there is a lack of interactions between ethnic groups (Black Distance) on campus.
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710 2 0 $a Rutgers The State University of New Jersey - New Brunswick. $3 1017590
773 0 $t Dissertation Abstracts International $g 68-05A.
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790 1 0 $a Ryan, Sharon, $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3269188