Campus Location

Dallas Campus (Online)

Date of Award

8-2024

ORCID

https://orcid.org/0009-0003-2892-7836

Document Type

Dissertation

Department

Organizational Leadership

Degree Name

Doctor of Education

Committee Chair or Primary Advisor

Dr. Jeff Cranmore

Second Committee Member or Secondary Advisor

Dr. Ana Gomez de Torres

Third Committee Member or Committee Reader

Dr. Scott Strawn

Abstract

This dissertation explores the barriers and effective support systems for African American male students in science, technology, engineering, and mathematics (STEM) fields at community colleges. Given that African Americans represent a significant portion of community college students but a disproportionately small percentage of STEM graduates, this research sought to identify the factors contributing to this disparity. The purpose of this qualitative case study was to understand the support systems that can enhance academic and social success for African American men STEM majors. Questionnaires, semistructured interviews, and archival records were the data collection methods used to examine African American male students at a predominantly White community college in Texas. The findings reveal that mentoring, faculty relationships, peer support, and institutional resources play crucial roles in student retention and success. This study also underscores the impact of community college environments and social networks on the persistence and transfer rates of these students. The results highlight the need for tailored support systems that address both academic and social challenges, aiming to increase STEM graduation rates among African American male students. This research contributes to the broader discussion on diversifying the STEM workforce and offering recommendations for community colleges to implement effective strategies that foster the success of African American students in STEM fields.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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