Four portraits: The role of historically Black colleges and universities in the development of Black science, technology, engineering and mathematics Ph.D. students [electronic resource].

Gary, Shannon.
187 p.
Contained In:
Dissertation Abstracts International 71-06A.

Location Notes Your Loan Policy


Education, Higher.
Blacks -- Research.
African Americans -- Research.
Local subjects:
Penn dissertations -- Higher Education Management. (search)
Higher Education Management -- Penn dissertations. (search)
Penn dissertations -- Education. (search)
Education -- Penn dissertations. (search)
System Details:
Mode of access: World Wide Web.
The United States is primed to lose its position as the global leader in technology and science, largely due to the diminishing supply of trained scientists, engineers and mathematicians. This shrinkage cannot be reversed if the science, technology, engineering and mathematics (STEM) community continually ignore the untapped talent that exists in the groups typically marginalized within STEM. This study focuses on the role historically Black colleges and universities (HBCU) play in educating Black Americans for careers in STEM. Using Portraiture as the methodological approach, I explored the lived experiences of Black STEM Ph.D. students, specifically students who have earned or are currently earning Ph.D. degrees in the biological sciences, who originated from HBCUs. Through this examination I identified the institutional conditions at HBCUs that resulted in these students' continued interest and persistence in STEM to the doctoral level.
Thesis (Ed.D. in Education) -- University of Pennsylvania, 2010.
Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1932.
Adviser: Marybeth Gasman.
Local notes:
School code: 0175.
Gasman, Marybeth, advisor
University of Pennsylvania.
Access Restriction:
Restricted for use by site license.