Underrepresented minority students' progression to the graduate school of technology
Abstract
A phenomenological study was conducted examining the decision factors of underrepresented minority (URM) students' lack of plans for graduate school in the college of technology. Research conducted based on Systems Theory found that information, people, and organizations influence students (Berger, 2002). Comparisons were drawn about accuracy and access to information via the institution, research programs, outreach programs, various support systems, and personal networks. Fifteen subjects participated in semi-structured interviews. The researcher probed for in depth knowledge about the unique lived experience (Seidman, 1998). The present study fills a gap in technology literature by examining undergraduates' perspectives about graduate school. An analysis of the factors that determine how underrepresented minority (URM) students decide to attend graduate school was important in highlighting processes, policies, and programs that should be implemented in the College of Technology to assist these students to obtain an advanced technical degree. The present research contributes to the growing knowledge of literature in the field concerning attracting and retaining domestic URM students in technology.
Degree
Ph.D.
Advisors
Newton, Purdue University.
Subject Area
Educational evaluation|Multicultural Education|Engineering|Higher education
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