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.

HBCUS毕业每年约有24％的非洲裔美国学生，提供这些学生成功所需的培养，支持性的环境，但非裔美国学生仍处于未完成工程本科课程的高风险。 如今，非裔美国人是HBCU校园中的少数群体，而在HBCUS的非裔美国女性入学几乎使非裔美国人男性的入学人数翻了一番。但是，在工程学中，这种关于性别的人口转变仍未发生，这仍然是男性主导的领域。 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. 这项研究建议在HBCU上调查非洲裔美国男性工程学生的经历的三个方面 - （i）探索他们的二分法角色，（ii）探索其教授的种族和文化的影响，以及（iii）检查他们对学士学位的持久性，由三个理论，社交理论理论阐明，这是由三个理论宣传的启发。非裔美国男性在HBCU环境中的持久性，它可以告知未来的干预措施，以改善少数STEM学生的保留。该项目还将调查教师多样性在影响持久性方面的作用，并且对于解决必须考虑的文化匹配和不匹配问题很重要。