A Balancing Act: Impacting and Initiating the Success of African American Female Community College Transfer Students in STEM into the HBCU Environment.
A Balancing Act: Impacting and Initiating the Success of African American Female Community College Transfer Students in STEM into the HBCU Environment.
复制标题
平衡之举：影响和促进非裔美国女性社区学院 STEM 转学生成功进入 HBCU 环境。
DOI：
10.7709/jnegroeducation.82.3.0255
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
D. L. Jackson
中科院分区：
文献类型：
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作者：
D. L. Jackson
从历史上看，黑人学院和大学（HBCUs）在非洲裔美国人的教育经历中发挥着至关重要的作用。在科学、技术、工程和数学（STEM）领域非洲裔美国人学士学位的前20名主要生产者中，除三名外，其余都是HBCU（Borden & Brown，2004年）。2010年，HBCUs是所有学士学位的17.6%的非裔美国人的来源，但19.2%的学士学位是非裔美国人在STEM领域。HBCUs也是非洲裔美国人女性比非洲裔美国人男性更重要的STEM学位来源。根据美国国家科学基金会（NSF，2013年）的数据，2010年授予非裔美国女性的所有科学和工程学士学位中有15.8%来自HBCU，而授予非裔美国男性的STEM领域学士学位只有14.5%。与这些调查结果相结合的是大量非洲裔美国妇女在我国社区学院入学。根据NSF（2013年），社区学院的非裔美国女性增加了近50%。这暗示着很大一部分非裔美国女性STEM人才将通过社区学院环境进入HBCU环境。鉴于上述关于非裔美国女性在数学和科学相关领域代表性不足的统计数据，以及社区学院和HBCU在非裔美国女性成功中的作用，令人惊讶的是，文献中关于非洲裔美国女性社区学院转学生的代表性是暗淡的，在HBCUs和他们的整体经验，作为一个在干转学生。事实上，Hawkins（2013年）声称，根据美国社区学院协会和社区学院研究中心的说法，"关于转到HBCU的社区学院学生人数的数据没有被跟踪"（第13段）。随着非洲裔美国学生通过社区学院环境进入四年制HBCU的大量代表性，检查和探索这一人群的经验将有助于突出积极影响他们从社区学院成功转移到四年制HBCU环境的因素。这项研究提请注意一个非常独特的人口-非洲裔美国女性社区学院转学生在干学科在四年HBCU。文献是明确的需要增加在美国干的颜色的学生的代表性。这种紧迫性源于目前数学和科学相关领域缺乏合格人才。预计到2050年，少数族裔将占美国常住人口的一半左右（Ortman和Guameri，2009年），这使得少数族裔成为完成STEM劳动力中许多工作的可行选择。即使有这种紧迫性，在科学、技术、工程和数学相关领域，"非裔美国人、西班牙裔、美洲土著和低收入家庭学生的完成率仍低于总人数"（Bailey和阿方索，2005年，第5页）。这表明，我们正在失去一个非常有才华的学生的颜色在每个教育水平和许多干内容领域。此外，国家科学基金会透露，女性和少数民族学生在获得STEM领域学位方面落后于男性和种族多数学生（NSF，2013年）。更具体地说，工程和计算机科学的女性参与率仍然低于30%，自2000年以来，代表性不足的少数民族在物理科学中的代表性一直持平，在数学中有所下降（NSF，2013）。使用三重困境理论（Boykin & Toms，1985）及其在三个原则之间的相互作用：（a）主流经验，（B）黑人文化社会化和（c）少数民族社会化经验;摘要本研究的目的是探讨目前就读于HBCU的七位非裔美国人社区学院女性转学生在STEM学士学位课程的经验。…
IntroductionHistorically Black Colleges and Universities (HBCUs) play a critical role in the educational experiences of African Americans. Of the top 20 leading producers of African American bachelor's degrees in science, technology, engineering and mathematics (STEM) fields, all but three are HBCUs (Borden & Brown 2004). In 2010, HBCUs were the source of 17.6% of all bachelor's degrees to African Americans but 19.2% of the bachelor's degrees to African Americans in STEM fields. HBCUs are also a relatively more important source of STEM degrees for African American women than African American men. According to the National Science Foundation (NSF, 2013), 15.8% of all science and engineering bachelor's degrees awarded to African American women in 2010 were from HBCUs, compared to only 14.5% of bachelor degrees in STEM fields awarded to African American men. Coupled with these findings is the large number of African American women enrolled in our nation's community colleges. According to NSF (2013), there has been almost a 50% increase of African American females at community colleges. This insinuates that a large portion of African American female STEM talent will be entering the HBCU environment through the community college environment. For the purpose of this study Black and African American will be used interchangeably throughout.Given the aforementioned statistics on the underrepresentation of African American females in math- and science-related areas, and the role of community colleges and HBCUs in the success of African American females, it is surprising that the literature is bleak regarding the representation of African American female community college transfer students who are enrolled at HBCUs and their overall experiences as a transfer student in STEM. In fact, Hawkins (2013) asserted that according to the Association of American Community Colleges and the Center for the Study of Community Colleges "data on the number of community college students who transfer to HBCUs aren't tracked" (para. 13). With a large representation of African American students entering four-year HBCUs through the community college environment, examining and exploring the experiences of this population will assist in highlighting factors that positively impact their successful transfer from the community college into the four-year HBCU environment. This study draws attention to a very unique population-African American female community college transfer students in STEM disciplines at a four-year HBCU.The literature is explicit regarding the need to increase the representation of students of color in STEM in the United States. This urgency emerges from the current shortage of competent individuals in math- and science-related fields. The projection that minorities will represent about half of the resident United States population by 2050 (Ortman & Guameri, 2009) makes this population a viable option for fulfilling many of the jobs in the STEM workforce. Even with this urgency, "completion rates for African-American, Hispanic, Native American and low-income students are lower than the overall numbers" in STEM-related areas (Bailey & Alfonso, 2005, p. 5). This indicates that we are losing a very talented population of students of color at every educational level and in many STEM content areas. Additionally, the National Science Foundation revealed that female and minority students are behind compared to their male and race majority counterparts in achieving degrees in the STEM areas (NSF, 2013). More specifically, female participation in engineering and computer science remains below 30% and since 2000, the representation of underrepresented minorities has remained flat in the physical sciences and has dropped in mathematics (NSF, 2013).Using the Triple Quandary Theory (Boykin & Toms,1985) and its interplay among three tenets: (a) mainstream experience, (b) Black cultural socialization and (c) the minority socialization experience; the purpose of this study is to explore the experiences of seven African American community college female transfer students who are currently enrolled at an HBCU in a STEM bachelor's degree program. …
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影响因子：
1.5
作者：
Boyce P
通讯作者：
Boyce P