A Cultural Wealth Perspective on Success and Persistence in Engineering for Black and Latino Students: Exploring Interactions with Faculty and Other Institutional Agents

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Foxx, K. (2014). A Cultural Wealth Perspective on Success and Persistence in Engineering for Black and Latino Students: Exploring Interactions with Faculty and Other Institutional Agents. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Using Yosso's (2005) community cultural wealth (CCW) framework, this qualitative case study (conducted through a federally-funded grant) explored the experiences of eight Black and Latino successful engineering students at a Southeastern university. Through the analysis of an online demographic questionnaire, individual semi-structured interviews, and contextual data related to the institution, four main themes emerged. Findings indicated that students were empowered by various forms of capital of their cultural wealth and that interactions with faculty and other institutional agents played significant roles in how they navigated at the institution. With a high priority in the United States to increase diversity in STEM and improve representation of Black and Latino students in both STEM education (especially engineering) and the workforce, practical and research implications of the study's findings are considered and discussed as well as future research efforts.

Details
Author

Foxx, Krystal

Title

A Cultural Wealth Perspective on Success and Persistence in Engineering for Black and Latino Students: Exploring Interactions with Faculty and Other Institutional Agents

Physical Description

1 online resource (206 pages) : PDF

Date

2014

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Using Yosso's (2005) community cultural wealth (CCW) framework, this qualitative case study (conducted through a federally-funded grant) explored the experiences of eight Black and Latino successful engineering students at a Southeastern university. Through the analysis of an online demographic questionnaire, individual semi-structured interviews, and contextual data related to the institution, four main themes emerged. Findings indicated that students were empowered by various forms of capital of their cultural wealth and that interactions with faculty and other institutional agents played significant roles in how they navigated at the institution. With a high priority in the United States to increase diversity in STEM and improve representation of Black and Latino students in both STEM education (especially engineering) and the workforce, practical and research implications of the study's findings are considered and discussed as well as future research efforts.

Genre

doctoral dissertations

Subjects--Topics

Engineering
Education

Degree

D.Ed.

Keywords

Cultural Wealth
Faculty-Student Interactions
Stem
Success

Subject Area

Educational Leadership

Advisor(s)

Dika, Sandra

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2014.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Foxx_uncc_0694D_10689

Permalink

http://hdl.handle.net/20.500.13093/etd:1700