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African American female engineering ...

Gregory, Stacie LeSure.

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African American female engineering students' persistence in stereotype-threatening environments: A critical race theory perspective.

Record Type:	Electronic resources : Monograph/item
Title/Author:	African American female engineering students' persistence in stereotype-threatening environments: A critical race theory perspective./
Author:	Gregory, Stacie LeSure.
Description:	221 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: B.
Contained By:	Dissertation Abstracts International76-08B(E).
Subject:	Engineering. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3689144
ISBN:	9781321682144

African American female engineering students' persistence in stereotype-threatening environments: A critical race theory perspective.
Gregory, Stacie LeSure.

African American female engineering students' persistence in stereotype-threatening environments: A critical race theory perspective. - 221 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: B.

Thesis (Ph.D.)--Utah State University, 2015.

Due to the social context of engineering classrooms, stereotype threat (STT) may play an essential role in the dearth of African American females in engineering. Empirical studies have confirmed the deleterious effects STT has on students' performance. However, acceptance of STT as more than a laboratory phenomenon necessitates an in-depth understanding of how stigmatized groups experience being socially devalued and negatively stereotyped. In this qualitative investigation, Intersectionality and the Critical Race Theory tenet of counter-storytelling were applied to capture the voices of 10 African American women to comprehend how they resisted or overcame STT and persisted in engineering degree programs. Data were triangulated from two different semi-structured interviews and reading reactions submitted by each participant. Findings reveal four characteristic themes shared by the participants: (a) Proof Stereotype Threat Exists; (b) Primary Contributors of Stereotype Threat; (c) Secondary Factors; and (d) Tools for Persisting. Based on participants' narratives, 6 recommendations are offered to assist African American female students combat STT and persist in engineering.

ISBN: 9781321682144Subjects--Topical Terms:

586835
Engineering.

African American female engineering students' persistence in stereotype-threatening environments: A critical race theory perspective.
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245 1 0 $a African American female engineering students' persistence in stereotype-threatening environments: A critical race theory perspective.
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520 $a Due to the social context of engineering classrooms, stereotype threat (STT) may play an essential role in the dearth of African American females in engineering. Empirical studies have confirmed the deleterious effects STT has on students' performance. However, acceptance of STT as more than a laboratory phenomenon necessitates an in-depth understanding of how stigmatized groups experience being socially devalued and negatively stereotyped. In this qualitative investigation, Intersectionality and the Critical Race Theory tenet of counter-storytelling were applied to capture the voices of 10 African American women to comprehend how they resisted or overcame STT and persisted in engineering degree programs. Data were triangulated from two different semi-structured interviews and reading reactions submitted by each participant. Findings reveal four characteristic themes shared by the participants: (a) Proof Stereotype Threat Exists; (b) Primary Contributors of Stereotype Threat; (c) Secondary Factors; and (d) Tools for Persisting. Based on participants' narratives, 6 recommendations are offered to assist African American female students combat STT and persist in engineering.
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