Science and Mathematics Education Commons^™

The Social Support Networks Of Students Who Identify As Black And Latino/A/X In Stem And Sbe Graduate Programs At Predominantly White Institutions, Kristi A. Tullis

Dissertations

Graduate students from historically underrepresented minority (URM) groups (those who identify as Black/African-American, Hispanic/Latino/a/x, Native American, Native Hawaiians/Pacific Islanders and/or Alaska Natives) encounter systemic and institutional hindrances to degree completion when enrolled in STEM doctoral programs at predominantly white institutions (Guiffrida & Douthit, 2010). Support networks have been identified as an important component for retention and success for graduate students from URM groups (Carlone & Johnson, 2007; Clewell, 1987; Johnson-Bailey, Valentine, Cervero, & Bowles, 2008; Joseph, 2012; Sweitzer, 2009). This study investigates the composition and structure of URM graduate students’ support networks, where their support comes from, in what capacity, …

The Impact Of The Advisor-Advisee Relationship Among Black And Latino/A/X Stem Graduate Students At Predominantly White Institutions, Tasia C. Bryson

Dissertations

An advisor is often the most central and powerful person influencing a student’s trajectory through graduate school (Barnes & Austin, 2009). This dissertation consisted of three articles that focused on the impact of the advisor-advisee relationship among Black and Latino/a/x students in STEM graduate programs at predominantly White institutions (PWIs) from the student perspective. Two frameworks were used to analyze data and guide the research: Black Feminist Thought (BFT) and Critical Race Theory (CRT). BFT was used to explore Black women’s experiences at Predominately White institutions as it provides an in-depth understanding of Black women’s perspectives. CRT was used when …

African-American Girls And Scientific Argumentation: Lived Experiences, Intersecting Identities And Their Roles In Constructing And Evaluating Claims, Phyllis Haugabook Pennock

Dissertations

Scientific argumentation can be traced back to ancient times; yet has seen a recent upswing over the last decade in the area of science education. This is due to current national education standards that ascribe this practice as a way of promoting scientific literacy for all. Current literature reflects an evolution of scientific argumentation – accommodating emerging research that uses socio-scientific issues. National standards highlight the need to teach argumentation, yet also recognize the urgent demand for educational equity of all students.

The purpose of this research was to narrow the gap dividing argumentation studies from other science discourse research. …