Factors that influence African American college students to choose careers in science and engineering, 1994
Washington, Pauline B.
1990-1999
The purpose of this study was to identify and explore factors (science participation and experience, academic preparation and science achievement, persons, and socio-personal) which influence African American college students' choice of science as a career. Three hypotheses were tested using Analysis of Variance, regression analysis, and Pearson r: Hoj: There are no significant relationships between science career choice influences, (science participation and experience, academic preparation and science achievement, significant others, and socio-personal experiences) and selected demographic variables (classification, gender or GPA) of African American college students. Ho2: There are no significant differences between factors which influence African American students at HBCUs to choose science as a career and factors which influence African American students at predominantly white universities to choose science as a career Ho3: There are no significant differences between factors which influence African American graduate students and factors which influence African American undergraduates to choose careers in science. A researcher-developed questionnaire was used to collect data from 163 African American students at 15 HBCUs and 16 non-HBCUs. Students rated science interest, science attitudes, science motivation, and the value of being successful and creative as influential factors in their choice of science as a career. Mathematics and science ability and skills, quality of science instruction, class environment, involvement of other students, and parents were also cited as influential factors. Findings and conclusions suggested that affective factors significantly impact African American college students' choice of science as a career. Among the study recommendations are the following: (1) pre-college science teachers and counselors should promote the involvement of African American parents in their children's career explorations and stress the importance of parental encouragement; and (2) non-HBCU graduate programs in science and engineering for African American students should provide experiences that encompass students' cognitive and affective needs.
text
application/pdf
1994-07-01
thesis
Education Specialist (EdS)
Clark Atlanta University
School of Education, Curriculum and Instruction
Thompson, Ruby
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:1994_washington_pauline_b
