Date of Award

Spring 3-3-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Dr. Lisbeth Johnson

Second Advisor

Dr. Susan Topham

Third Advisor

Dr. Jonathan Greenberg

Abstract

Purpose: The purpose of this phenomenological study was to explore how Latinx college graduates who have achieved STEM degrees perceive the culture of their university and the STEM program they were enrolled in as supporting or not supporting a Latinx college student’s persistence to graduation.

Methodology: A qualitative phenomenological approach was the methodology selected for this study. This phenomenological research captured and described the lived experiences of study participants through interviews and artifacts.

Findings: The findings of this research illustrate (a) Research participants all perceived that creating relationships with STEM program faculty was important in supporting them toward degree completion, (b) Building relationships with peers is necessary for students to commit to the goal of graduation, (c) Assimilating into the STEM culture was perceived as having a negative effect on participants’ confidence and self-esteem, (d) The support participants received from their family and Latinx affinity groups was pivotal in supporting them to graduation, (e) Participants perceived that joining Latinx affinity groups provided significant academic and social-emotional support for them, (f) Participants indicated that their parents and family motivated them to complete their education.

Conclusions: Five significant conclusions emerged from this research: (a) Latinx affinity support groups play an important role in the academic achievement, (b) STEM university faculty need to provide support and access to students from all cultures, (c) Competitive STEM program culture creates rejection and negative experiences that are detrimental to STEM program graduation rates, (d) Family support was overwhelmingly important to study participants, and (e) Affinity groups are an influential source of support for Latinx STEM students.

Recommendations: One recommendation is for universities to train STEM faculty in teaching pedagogy, communication strategies, active listening, cultural awareness, and individual bias awareness. Also, universities can provide social and cultural events that encourage faculty and peer engagement, mentorship, and socialization outside of the classroom environment. Additionally, universities should diversify their STEM faculty as well as offer smaller class sizes for prerequisite STEM courses.

Download

Share

COinS