Underrepresented Minority Doctoral STEM Students, Attrition, and Persistence: A Comparative Descriptive Study
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| Title: | Underrepresented Minority Doctoral STEM Students, Attrition, and Persistence: A Comparative Descriptive Study |
|---|---|
| Language: | English |
| Authors: | Burger, Catherine E. |
| Source: | ProQuest LLC. 2018Ph.D. Dissertation, Capella University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 242 |
| Publication Date: | 2018 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education |
| Descriptors: | Minority Group Students, Disproportionate Representation, Females, STEM Education, Ethnic Diversity, Comparative Analysis, Statistical Analysis, Gender Differences, Student Attrition, Academic Persistence, Doctoral Programs, Student Records, Graduate Students, African American Students, Hispanic American Students |
| Abstract: | Research shows, despite an increase in underrepresented students completing their doctoral programs, there remains a significantly low rate of participation and completion amongst underrepresented minorities and females in the science, technology, engineering, and mathematics fields of study. Growing ethnic diversity throughout the United States reinforces the need to increase underrepresented minority and female doctoral student enrollment, persistence, and degree attainment in science, technology, engineering, and mathematics fields of study. However, limited research analyzed student level data obtained from multiple institutions to understand doctoral student attrition and persistence. As such, this quantitative comparative descriptive study investigated the effects of gender and ethnicity on student attrition and persistence in doctoral science, technology, engineering, and mathematics programs at multiple institutions. This study addressed four fundamental research questions. Are there statistically significant differences between genders of underrepresented minority doctoral students and attrition in STEM doctoral programs between 1999 and 2015? Are there statistically significant differences between genders of underrepresented minority doctoral students and persistence in STEM doctoral programs between 1999 and 2015? Are there statistically significant differences between ethnicities of underrepresented minority doctoral students and attrition in STEM doctoral programs between 1999 and 2015? Are there statistically significant differences between ethnicities of underrepresented minority doctoral students and persistence in STEM doctoral programs between 1999 and 2015? The study analyzed aggregated archived data of 26,667 doctoral students obtained from four institutions, located in three geographical areas across the United States. The study employed independent t tests to identify patterns and trends of attrition, persistence, and progression amongst gender and ethnicity/race of doctoral students enrolled in science, technology, engineering, and mathematics programs between 1999 and 2015. This study found 6.5% of the sample and 5.9% of the underrepresented minority group left during stage one. In addition, 18.6% of the sample and 19.6% of the underrepresented minority group departed during stage two. The results suggest most doctoral students, enrolled in science, technology, engineering, and mathematics fields of study, successfully navigate the transition and adjustments during the first 12 months of the doctoral programs. The study found completion rates of African Americans increased 43.3%, while completion rates of Hispanics increased by 22.5%. In addition, 61.7% of African Americans and 55.6% of Hispanics, who enrolled between 1999 and 2008, completed the initial program of enrollment. The findings advance the understanding of doctoral student progression and contribute to the development of doctoral student persistence theoretical models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2018 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10748488 |
| Accession Number: | ED584868 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: ED584868 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Underrepresented Minority Doctoral STEM Students, Attrition, and Persistence: A Comparative Descriptive Study – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burger%2C+Catherine+E%2E%22">Burger, Catherine E.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ProQuest+LLC%22"><i>ProQuest LLC</i></searchLink>. 2018Ph.D. Dissertation, Capella University. – Name: Avail Label: Availability Group: Avail Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 242 – Name: DatePubCY Label: Publication Date Group: Date Data: 2018 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Diversity%22">Ethnic Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attrition%22">Student Attrition</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Programs%22">Doctoral Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Records%22">Student Records</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research shows, despite an increase in underrepresented students completing their doctoral programs, there remains a significantly low rate of participation and completion amongst underrepresented minorities and females in the science, technology, engineering, and mathematics fields of study. Growing ethnic diversity throughout the United States reinforces the need to increase underrepresented minority and female doctoral student enrollment, persistence, and degree attainment in science, technology, engineering, and mathematics fields of study. However, limited research analyzed student level data obtained from multiple institutions to understand doctoral student attrition and persistence. As such, this quantitative comparative descriptive study investigated the effects of gender and ethnicity on student attrition and persistence in doctoral science, technology, engineering, and mathematics programs at multiple institutions. This study addressed four fundamental research questions. Are there statistically significant differences between genders of underrepresented minority doctoral students and attrition in STEM doctoral programs between 1999 and 2015? Are there statistically significant differences between genders of underrepresented minority doctoral students and persistence in STEM doctoral programs between 1999 and 2015? Are there statistically significant differences between ethnicities of underrepresented minority doctoral students and attrition in STEM doctoral programs between 1999 and 2015? Are there statistically significant differences between ethnicities of underrepresented minority doctoral students and persistence in STEM doctoral programs between 1999 and 2015? The study analyzed aggregated archived data of 26,667 doctoral students obtained from four institutions, located in three geographical areas across the United States. The study employed independent t tests to identify patterns and trends of attrition, persistence, and progression amongst gender and ethnicity/race of doctoral students enrolled in science, technology, engineering, and mathematics programs between 1999 and 2015. This study found 6.5% of the sample and 5.9% of the underrepresented minority group left during stage one. In addition, 18.6% of the sample and 19.6% of the underrepresented minority group departed during stage two. The results suggest most doctoral students, enrolled in science, technology, engineering, and mathematics fields of study, successfully navigate the transition and adjustments during the first 12 months of the doctoral programs. The study found completion rates of African Americans increased 43.3%, while completion rates of Hispanics increased by 22.5%. In addition, 61.7% of African Americans and 55.6% of Hispanics, who enrolled between 1999 and 2008, completed the initial program of enrollment. The findings advance the understanding of doctoral student progression and contribute to the development of doctoral student persistence theoretical models. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10748488" linkWindow="_blank">http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10748488</link> – Name: AN Label: Accession Number Group: ID Data: ED584868 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 242 Subjects: – SubjectFull: Minority Group Students Type: general – SubjectFull: Disproportionate Representation Type: general – SubjectFull: Females Type: general – SubjectFull: STEM Education Type: general – SubjectFull: Ethnic Diversity Type: general – SubjectFull: Comparative Analysis Type: general – SubjectFull: Statistical Analysis Type: general – SubjectFull: Gender Differences Type: general – SubjectFull: Student Attrition Type: general – SubjectFull: Academic Persistence Type: general – SubjectFull: Doctoral Programs Type: general – SubjectFull: Student Records Type: general – SubjectFull: Graduate Students Type: general – SubjectFull: African American Students Type: general – SubjectFull: Hispanic American Students Type: general Titles: – TitleFull: Underrepresented Minority Doctoral STEM Students, Attrition, and Persistence: A Comparative Descriptive Study Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burger, Catherine E. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2018 Titles: – TitleFull: ProQuest LLC Type: main |
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