Education Research Grant--Understanding the Persistence of African American Male Engineering Students at HBCUs: A Mixed Method Approach

教育研究补助金——了解 HBCU 中非裔美国男性工程专业学生的坚持：混合方法

• 批准号: 1036176
• 负责人: Lorraine Fleming
• 金额: $ 50万
• 依托单位: Howard University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2015-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1036176&HistoricalAwards=false
• 关键词: Education; Research; Grant; Understanding; Persistence

HBCUs graduate approximately 24% of the country's African American students each year providing the nurturing, supportive environment needed for these students to succeed, yet African American students are at high risk for not completing an engineering undergraduate program. Today African American males are the minority on HBCU campuses and enrollment of African American females at HBCUs has almost doubled the enrollment of African American males. However, this demographic shift with respect to gender has not occurred in engineering which still remains a male dominated field. Understanding the unique dichotomous roles--majority in the engineering school and a minority elsewhere on campus-- that African American male engineering students at HBCUs navigate will be one of the primary issues examined in this study on persistence.Howard University proposes to conduct a mixed method study to examine the factors that impact persistence to the baccalaureate degree of African American males in engineering at an HBCU. This study proposes to investigate three facets of the experiences of African American male engineering students at an HBCU--(i) navigating their dichotomous roles, (ii) exploring the influence of their professors' race and culture and (iii) examining their persistence to the bachelor's degree, guided by three theories--Retention Theory, Social Capital Theory and Achievement Goal Theory.The project will help clarify theories of persistence that are most appropriate for understanding persistence by African American males within the HBCU setting and it can inform future interventions aimed at improving retention of minority STEM students. The project also will investigate the role of faculty diversity in impacting persistence and is important in addressing issues of cultural match and mismatch that must be considered.

HBCU每年约有24%的非裔美国学生毕业，为这些学生的成功提供了培养和支持的环境，但非裔美国学生因未能完成工程学本科课程而面临很高的风险。如今，非裔美国人男性是哈佛大学校园中的少数群体，哈佛大学非裔美国女性的入学人数几乎是非裔美国人男性入学人数的两倍。然而，在仍然由男性主导的工程领域，这种性别人口结构的转变并未发生。了解HBCU的非裔美国男性工程学学生所扮演的独特的双重角色--大多数在工程学院，少数在校园其他地方--将是这项关于坚持的研究中的主要问题之一。霍华德大学提议进行一项混合方法研究，以考察影响非裔美国男性在HBCU获得工程学学士学位的坚持程度的因素。本研究以留存理论、社会资本理论和成就目标理论为指导，从三个方面考察了哈佛大学非裔美国男性工科学生的经历--(I)把握他们的双重角色，(Ii)探索教授种族和文化的影响，(Iii)考察他们对学士学位的坚持性。该项目将有助于澄清最适合在哈佛大学背景下理解非裔美国男性坚持的理论，并为未来旨在提高少数族裔STEM学生保留率的干预措施提供参考。该项目还将调查教师多样性在影响坚持性方面的作用，并在解决必须考虑的文化匹配和不匹配问题方面非常重要。