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Black Girls Accepting the Grand Challenge: A Qualitative Exploration of a Summer Engineering Program's Influence on Black Girls' Racial Identity, Engineering Identity, and STEM Self-Efficacy.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Black Girls Accepting the Grand Challenge: A Qualitative Exploration of a Summer Engineering Program's Influence on Black Girls' Racial Identity, Engineering Identity, and STEM Self-Efficacy./
Author:	McCoy, Whitney Nicole.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	294 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: B.
Contained By:	Dissertations Abstracts International81-11B.
Subject:	Engineering. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28004384
ISBN:	9798643183518

Black Girls Accepting the Grand Challenge: A Qualitative Exploration of a Summer Engineering Program's Influence on Black Girls' Racial Identity, Engineering Identity, and STEM Self-Efficacy.
McCoy, Whitney Nicole.

Black Girls Accepting the Grand Challenge: A Qualitative Exploration of a Summer Engineering Program's Influence on Black Girls' Racial Identity, Engineering Identity, and STEM Self-Efficacy. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 294 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: B.

Thesis (Ph.D.)--North Carolina State University, 2020.

This item must not be sold to any third party vendors.

This mini-ethnographic case study investigated Black adolescent girls' perceptions of their experiences in an informal engineering education context. A girl's race and gender can influence her perception of her identity and of her potential for educational achievement. The intersections of these social dimensions such as race and gender can be especially critical for Black girls. Therefore, by utilizing Critical Race Theory, focusing on intersectionality, and Black Feminist Thought framework, this study investigated how rising 6th through 8th grade Black adolescent girls (N = 11) navigated and described their (a) gendered racial identity, (b) engineering identity, and (c) STEM self-efficacy while participating in summer engineering camp. Additionally, the camp leaders' perspectives regarding their role in the summer engineering camp and their influence on Black adolescent girls' multiple identities were examined. Using daily dairies, semi-structured interviews, and self-expressive art, thematic analysis revealed how Black girls' multiple identities in a predominately White environment influenced their attitudes towards achievement, their perception of engineering, and their understanding of how double bind identities contributed to success for Black women and girls in STEM fields. Resiliency, racial pride, and working harder were strategies they utilized to succeed in the camp environment. Implications will help expand or improve informal engineering experiences for Black girls in order to build bridges and dismantle the barriers that may prevent them from identifying themselves as engineers and persisting in engineering fields.

ISBN: 9798643183518Subjects--Topical Terms:

586835
Engineering.
Subjects--Index Terms:

Black girls

Black Girls Accepting the Grand Challenge: A Qualitative Exploration of a Summer Engineering Program's Influence on Black Girls' Racial Identity, Engineering Identity, and STEM Self-Efficacy.
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