Black Stem Mentors Matter: A Descriptive Case Study Examining the Contextual Factors of Mentoring Relationships in Stem at One Private Hbcu That Contribute to African American Student Persistence Within Stem Majors

Chambers, Brittany O., Clark Atlanta University

2022-05

2020-2029

This case study aimed to examine the contextual factors that make up mentoring relationships in science, technology, engineering, and mathematics (STEM) at a Historically Black College or University (HBCU) that contribute to African American student persistence in STEM. An exploratory mixed methods approach was utilized to focus on STEM students at a private HBCU in the Southern region of the United States. Critical race theory and the phenomenological variant ecological systems theory were used to undergird the findings that were revealed about mentoring relationships in STEM at HBUCs. The results of this study indicated that there is a strong, positive significant relationship between quality of mentoring and students' motivation (r = .85, p < .001) suggesting that when students receive quality mentoring their motivation increases which may contribute to their persistence within their STEM major. The qualitative data revealed common themes amongst students as it pertains to the contextual factors that make up the mentoring relationship. The findings have implications for STEM mentors and STEM programs at institutions where African Americans tend to struggle with persisting in STEM.

text

application/pdf

born digital

Atlanta University and Clark Atlanta University Theses and Dissertations

2022-05

dissertation

Doctor of Education (EdD)

Clark Atlanta University

Department of Higher Education Leadership

Akua, Chike

Clark Atlanta University

Georgia--Atlanta

http://hdl.handle.net/20.500.12322/cau.td:2022_chambers_brittany_o.pdf

http://rightsstatements.org/vocab/InC-EDU/1.0/