Degree

Doctor of Philosophy (PhD)

Department

The School of Education

Document Type

Dissertation/Thesis

Abstract

The implementation of minority research and training (MRT) programs at the post secondary level has risen to close the educational achievement gap and build undergraduate pathways to generate a highly skilled and diverse STEM pool. Although the numbers of advanced science related degrees have slowly increased over the past decade, partially due to the utilization of MRT programs, this increase has not been adequate to establish an impactful representation in either academic or industry research careers. Numerous studies identify various support interventions influencing positive outcomes among MRT participants achieving graduate degrees. However, majority of the studies utilize quantitative or a mixed methods design. In order to capture student voices and rich descriptive experiences, this study utilized a multiple case study featuring an extensive narrative approach. Informant stories were collected through in depth, open-ended interviews. Individual narratives were described through individual vignettes providing an in depth portrait of each participant. Cross case analysis was then performed to identify variations and common themes across groups. Analysis identified the following four influential factors influencing matriculation into advanced degree programs: belonging and inclusion, near peer mentoring, confidence in science, and family influence. Findings from this study expand the current body of knowledge and provide implications for practice to better serve underrepresented minority (URM) students with science majors.

Date

2017

Committee Chair

Fasching-Varner, Kenneth

Available for download on Wednesday, October 10, 2018

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