Dissertation/Thesis Abstract

Jumping over Hurdles to Get to the Finish Line: Experiences Influencing Black Female Advanced STEM Degree Attainment
by Murray-Thomas, Lynda, Ed.D., California State University, Long Beach, 2018, 170; 10825730
Abstract (Summary)

According to former President Obama’s Council on Advisors of Science and Technology (PCAST) analysis on science, technology, engineering, and mathematics (STEM) graduation rates, the study concluded that United States will require an increase in STEM graduation rates by 40% to keep up with future job demands. The PCAST findings and National Center for Educational Statistics indicated that Black females are underrepresented in attaining advanced STEM degrees. To achieve increased advanced STEM degree rates, it is necessary to increase graduation rates for underrepresented Black to meet the growing demand for jobs requiring advanced STEM degrees. This narrative inquiry study explores the experiences of seven Black females who attained their advanced STEM degree, as they recalled the people and events that positively influenced their successful completion.

Utilizing Swail, Redd, and Perna’s Geometric Model of Student Persistence and Achievement as the study theoretical framework, the study findings revealed the cognitive, social, and institutional factors that influenced advanced STEM degree attainment for the study participants. Additionally, the study revealed the influences outside of the Geometric Model that impacted their degree success. This study delved into the participants’ kindergarten through graduate school experiences to provide recommendations to improve advanced STEM degree completion rates for Black females. The study concludes with implications for future study so that researchers can add to the dearth of literature that exists on this topic and contribute to closing the gap on underrepresented resources needed for current high technology job demands.

Indexing (document details)
Advisor: Davis, Shametrice
Commitee: Newson, Lorena, Symcox, Linda
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 79/12(E), Dissertation Abstracts International
Subjects: Black studies, Educational leadership, Science education, Gender studies, Higher education
Keywords: Advanced degree, Black female, Graduate degree, Influences, STEM, Underrepresented
Publication Number: 10825730
ISBN: 978-0-438-25875-4
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