University of Illinois Urbana-Champaign

Exploring the journey of seven Black women: How supplemental STEM learning impacts pursuing STEM majors at a predominantly White institution

Gulley, Adrienne Monique

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https://hdl.handle.net/2142/124571

Description

Title
Exploring the journey of seven Black women: How supplemental STEM learning impacts pursuing STEM majors at a predominantly White institution
Author(s)
Gulley, Adrienne Monique
Issue Date
2024-04-24
Director of Research (if dissertation) or Advisor (if thesis)
Zamani-Gallaher, Eboni
Doctoral Committee Chair(s)
Span, Christopher
Committee Member(s)
  • Hood, Denice
  • Dyson, Anne
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
STEM, BLACK women, supplemental learning, girlhood, Schlossberg's Transition Theory, Critical race Feminism, STEM students, STEM identity, Intersectionality
Abstract
Black women are universally underrepresented in science, technology, engineering, and mathematics (STEM). In order to investigate the disproportionate representation, the lived experiences of Black women who pursue STEM majors is important to explore. The purpose of this study was to examine the perspectives of Black women STEM undergraduates on the nature and role of supplemental learning spaces (a) during their girlhoods and (b) in their decision to enter a STEM field, in addition of the influence(s) of pre-college experiences on their aspirations to pursue collegiate studies. Increasing opportunities for the exploration of science, technology, engineering, and mathematics has become a priority for higher education institutions as they try to meet the demands of the workforce, keep a competitive edge in recruiting the most diverse student bodies, and prepare students for active engagement in a democratic society (Gurin, et. al, 2002). Before students identify their desire to pursue STEM in their collegiate journeys, their participation in learning spaces and environments extracurricular to their time in structured classrooms may be the roles that led them to their college major pursuits. Though supplemental learning spaces could be a factor in Black collegiate women pursuing such majors, the roles people in their lives and their environments may also influence their decisions to choose these majors. While existing research explores supplemental spaces individually, this study explores the roles supplemental spaces and additional influences have on motivating Black women in STEM majors.
Graduation Semester
2024-05
Type of Resource
Thesis
Copyright and License Information
Copyright 2024 Adrienne Gulley

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