Examining The Relationship Between Student Engagement And Stem Persistence At An Hbcu

A growing imbalance in the demand for a science and technology workforce and the declining availability of a science and technology talent pool is challenging America’s world dominance in research and innovation, economic performance, and quality of life. Contributing to this imbalance is flatness in the trend of students selecting science, technology, engineering and mathematics (STEM) majors coupled with decreasing rates of retention in STEM disciplines. Many research studies and reports emphasize that incorporating the untapped talents of Americans who are underrepresented in STEM disciplines--African-Americans, Hispanics, and women--is necessary to increase the pipeline of STEM graduates. A synthesis of college persistence literature by Robert Reason (2009) indicates that student engagement is one of the most influential drivers of persistence, and that engagement interventions must address specific student needs within specific institutional contexts to be effective. Past research found that engagement of underrepresented STEM students has been found to positively influence their persistence, and HBCUs have been found to better engage African American students than do other types of institutions. This predictive correlational study examined the relationship between student engagement and persistence in STEM disciplines at an HBCU located in southeastern United States. The relationship between benchmark variables from the National Survey of Student Engagement (NSSE) (academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment) and STEM persistence was examined via a predictive correlational design. A non-random sample of STEM students enrolled full-time in their fourth year during spring 2011 and spring 2014 and who participated in the NSSE as freshmen was studied. While the correlation analysis did not result in significant differences in the relationship of student engagement to STEM persistence among persisters as compared to non-persisters, results of the logistic regression indicate that active and collaborative learning and enriching education experiences, along with majoring in engineering and first year GPA, are predictive of STEM persistence. There are several implications of the study for practice, policy, and future research

An Examination of Differences Between Occupational-Technical Student and Transfer Student Engagement at Small Community Colleges in Virginia

This study examined the differences in levels of student engagement between occupational-technical students and transfer students in an attempt to gain insight into why so many students fail to attain their educational goals. Students\u27 engagement or involvement with their educational institution and program of study is considered a major contributor to persistence and graduation. Research on student engagement as it relates to persisters and leavers includes the five student engagement variables benchmarked by the Community College Survey of Student Engagement (CCSSE): (a) active and collaborative learning, (b) student effort, (c) academic challenge, (d) student-faculty interaction, and (e) support for learners. Using the results of The Community College Student Report (CCSR) 2005 questionnaire developed by CCSSE, this study confirmed previous research on differences in demographic characteristics and risk factors between occupational-technical students and transfer students. The study also revealed differences in overall student engagement, and determined how occupational-technical students and transfer students engaged differently with their institutions on each of the five student engagement variables benchmarked by CCSSE. In fact, findings showed that occupational-technical students and transfer students differed significantly in their levels of engagement on all of the student engagement variables except one, student-faculty interaction. Additionally, students\u27 intention to persist differed between occupational-technical program majors and transfer program majors, and the relationship between the student engagement variables and students\u27 intention to persist also differed between occupational-technical students and transfer students. The multifaceted nature of student engagement, coupled with the tremendous diversity of community college students, provides a prolific field for further exploration. While much of the research on student engagement and on the variables benchmarked by CCSSE has been conducted with students in four-year institutions, the results of this study reiterate the need for community colleges to disaggregate the data and learn more specifically how different groups of students engage differently and are impacted by the total college environment. The need to develop appropriate, intentional interventions to improve the retention and graduation rates of community college students compels educators to conduct further research

African-American Males, Part-Time Work, and Persistence

The central research question for this study asked how do African-American males perceive working part-time, while enrolled full-time, to have an impact on their persistence? A secondary question asked, what factors influenced African-American male students to persist through graduation? The participants comprised of 35 African-American male college students who graduated Spring 2016. This study was focused on part-time employment and its support of persistence for African-American men. Hence, persistence theory was the most pertinent lens through which to view the literature and the data collected in this study. This study employed a case study research, as it is an empirical inquiry about a contemporary phenomenon set within its real-world context. The case study method allows for better comprehension of the context of the phenomenon being studied. In analysis of the data, four themes that contributed to persistence began to emerge. The themes are job satisfaction, relationships with parents, support systems, and a sense of motivation. These four themes represent the thoughts and perceptions of the graduated participants as they responded to the interview questions and produced the findings for this research study. The discoveries holistically indicated that persistence included more than one factor. The findings from this study suggest faculty, administrators, and staff can support persistence among African-American men at predominantly White institutions. Also, an institutional practice or formal program should be established using faculty and staff to frequently engage with African-American men in formal or informal academic and social programs or through other campus activities

First-Generation College Student Baccalaureate Attainment: Investigation of a Psychological Model of College Student Retention

This dissertation examined predictors of retention and graduation for first-generation (FG), first-year students at a selective, private, residential university in the northeastern United States. The theoretical framework was Bean and Eaton\u27s (2000, 2001/2002) Psychological Model of College Student Retention. The purpose of the study was to test the Bean and Eaton model and ascertain how students\u27 entry characteristics, experiences, psychological outcomes, attitudes, and intent to return impacted retention and graduation outcomes. Previous research shows that FG students face challenges in persisting (Cataldi et al., 2018; Choy, 2001; Ishitani, 2016); yet it is through graduating from a prestigious four-year institution that they become positioned to realize the personal and life goals that led them to enroll in college (Darling & Smith, 2007; Longwell-Grice et al., 2016). This study was conducted at a private, residential, research university. Data came from institutional records and a student survey. An exploratory factor analysis accounted for most of the survey item variation. Path models demonstrated good fit to the data. Campus experiences impacted psychological outcomes, which—along with importance of graduating—impacted institutional commitment and indirectly, outcomes. Student racial/ethnic identity directly impacted retention, and family stress directly impacted four-year graduation. The study implies that institutions serving FG students should facilitate GPA and progress through academic support, positive engagement with faculty, and collaborative learning. Results also suggest that positive peer interactions in and out of class, in an environment free of racism and discrimination, with a demonstrated institutional commitment to diversity will increase the persistence of FG students. Institutions should leverage research to better understand their FG students to enact supports and environments that are most conducive to their success

Patterns of persistence of Latinas in science, technology, engineering, and mathematics (STEM) degree programs : a mixed method study

The U.S. demographics are changing, with Latinos leading the nation in population growth. Meanwhile, reports of a nation lacking a strong STEM (Science, Technology, Engineering, and Math) workforce flood the media. With claims that the fastest growing careers will require some sort of mathematical, technological or scientific training, it is not surprising that national attention has been focused on increasing the number of STEM graduates through policies such as The America Competes Act (2007) and initiatives such as Race to the Top (2014). Trends in postsecondary enrollment are changing; Latina/o enrollment has increased, with many Latinas/os choosing a STEM major upon entry, but failing to persist to graduation in these degrees. An increased body of research has focused on minorities in STEM, Latinas/os in higher education, and STEM graduates, yet the literature specific to Latinas in STEM fields is lacking. Latina females outnumber males in postsecondary enrollment and graduation, yet few enroll and even fewer graduate in STEM fields. The limited number of Latinas seeking careers in STEM thus raises questions about why Latinas fail to enroll in STEM majors and what needs to be done to increase their enrollment and persistence in STEM careers. As such, this study will conduct a thorough analysis using a mixed methods approach to examine the factors and experiences that can positively impact enrollment and persistence for Latinas seeking STEM careers.Educational Administratio

College Success: An Exploratory Study of How Underrepresented Minority Students Enter and Persist in STEM Programs

Without the proper academic preparation and cultural capital, underrepresented minority students may not find their path to pursuing science, technology, engineering, or math (STEM) degrees. To gain a better understanding of how underrepresented minority students experienced college success, this study examined how they entered a STEM program of study and persisted in the program beyond their first year at the university. Three important contexts presented the greatest barriers to persistence: low socioeconomic status, first generation status, and under-preparation in math. Participants within these contexts were enabled to find a path to attend college and persist with targeted support and advice from cultural capital agents\u27 in secondary education and college. These cultural capital agents advocated for students, advised them towards STEM academic enrichment opportunities, and developed the students\u27 cultural capital. The support of the cultural capital agents coupled with student engagement in high impact socio-academic activities (for example: college transition programs, research assistantships, membership in student academic organizations) helped students to persist in STEM. By providing focused educational efforts designed to support underrepresented minority students to enter STEM fields of study and to persist towards timely degree completion, we can create a more diverse STEM workforce.\u2

Understanding the success factors for Latino males at two community colleges

textLatino males have one of the lowest college attainment rates among traditional college-aged students. Using a qualitative method, this study examined the experiences of Latino males at a South Central Texas Community College and a North Texas Community College. The proposed study utilized a qualitative design methodology, and a conceptual framework of Critical Theory as a lens to analyze the collected data. The study included, 1) Latino male student focus groups, 2) one-on-one administrator, faculty and staff interviews, 3) document analysis. The study answered two primary questions focusing on factors that influenced Latino males to attend and persist in community colleges. These firsthand accounts provided useful information for staff and community colleges interested in increasing the number of minority and Latino males in higher education. The study also attempts to advance discussion around the reality of the disappearing of Latino males in higher education. Using critical theory, this proposed research study explored relationships of factors that may involve inequities and power, and as Willis (2007), explains, a desirable aspect of critical research is to help those without power to acquire it. As such, data analysis is at the center of this study to understand factors associated to Latino male attendance and persistence at their community colleges.Educational Administratio

Degree Completion of Underrepresented Minorities Majoring in Mathematics as a Function of Undergraduate Student Programs

Abstract Students with disabilities, minorities, and women are underrepresented in the critical demand courses of study in Science, Technology, Engineering, and Mathematics (STEM) undergraduate college enrollment. Institutions of higher education in the United States of America are challenged with a continuous need for undergraduate students to choose and earn a STEM degree. The 2019 annual report of Women, Minorities, and Persons with Disabilities in Science and Engineering indicated these groups continue to be disproportionately underrepresented relative to the U.S. population. In 2014, the U.S. Department of Education reported that upon graduation students studying mathematics in college have higher employment rates and salaries as compared to other college majors. National, federal, state, nonprofit, and private programs aimed at increasing underrepresented minority (URM) undergraduate degree completion and integrating student involvement through delivery of targeted programs are active in trying to meet this demand for STEM college to career. A causal comparative quantitative research design was utilized to analyze the program and degree completion of African American students at colleges and universities seeking an undergraduate degree in mathematics. The researcher used Alexander W. Astin’s theory of student involvement (1984) to examine elements of program delivery. The analyses indicate a statistically significant finding for degree completion at the colleges and universities which completed proposals and were awarded funding to initiate a program. The results of the independent samples t-test p \u3c 0.001 and a Hedges’ g large effect size = 0.8 suggests that colleges and universities advocate to access and implement the Historically Black Colleges and Universities Undergraduate Program to increase URM degree completion integrating as core the student involvement. Based on the results of the study, the future research of comparable programs for other underrepresented groups, such as students with disabilities and undergraduate majors, such as engineering are recommended

Moderator Effect of Financial Aid on Predictors of Community College Graduation Rate

This study examined the resource allocation decisions community colleges make in order to gain insight into the relationship of those decisions to graduation rate and whether those relationships were influenced by the percentage of students at the college receiving financial aid. Much of the literature on persistence and graduation rate in higher education is based on student characteristics such as SAT scores, high school GPA, ethnicity, and socioeconomic status, or on college selectivity. This study switches the focus to the characteristics of the college rather than the student. The relative lack of literature on community college graduation rates and the causes of the high variability in graduation rates provided an opportunity for discovery of how college resource allocation decisions and financial aid can influence graduation rate. By using a hierarchical ordinary least squares regression on data obtained from the IPEDS database, this study explored the relationship between college resource allocation decisions on expenditures on instruction, academic support, student services, institutional support, faculty salary, the percentage of instructional staff who are full-time, and professional staff to student ratio to graduation rate, and examined whether the relationship of those predictors of graduation rate was influenced by the percentage of students at the college receiving financial aid. The results of this study indicate that the moderator effect of the percentage of students receiving financial aid was mixed among the predictors and that some of the predictors are significant in predicting graduation rate singly. The results also reveal two fundamental concepts: resource allocation at community colleges has a small but significant impact on graduation rate, and the percentage of students receiving financial aid at community colleges has an impact on some of the resource allocation predictors of graduation rate. The aggregated data of this study provide a generalized picture of the resource allocation variables\u27 impact on graduation rate and establish a foundation for further research on the complex interactions of community colleges and the graduation goals that benefit students and society