African American Women STEM Majors' Lived Experiences in Community College

African American Women STEM Majors’ Lived Experiences in Community College by Loretta Diane Westry MA, Auburn University at Montgomery, 2005 BS, University of Montevallo, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2016 Abstract The United States economy has an accelerating demand for science, technology, engineering, and mathematics (STEM)-related degrees and programs that makes it essential for members of minority populations to achieve degrees in these fields. African American women are underrepresented in STEM fields, suggesting a need to better understand their development and needs while attending community college. This hermeneutical, phenomenological research study investigated the lived experiences and perspectives of African American women enrolled in STEM majors at community colleges. The conceptual framework used to interpret data for this study was derived from Maslow, Erikson, and Rogers’s humanist theories of social learning, and from Tinto, Lerner, Gilligan, and Noddings’s action theories of selection, optimization, and compensation. Seven African American women from 2 different community colleges in the southern region of the United States were interviewed. Each described her lived experiences and educational encounters and how these led to persistence, transfer, or degree completion. Data were analyzed by identifying and comparing emergent themes. Three themes emerged: faculty involvement was vital to their wellbeing and productivity, mentors were integral for their support, and college partnerships with 4-year institutions helped these women meet their goals. This study’s findings are designed to provide local and state community college administrators with information related to investment in and the importance of institutional encouragement, faculty involvement, and student mentorship to increase and sustain participation in STEM-related fields, as well as to better prepare underrepresented students for STEM careers.The United States economy has an accelerating demand for science, technology, engineering, and mathematics (STEM)-related degrees and programs that makes it essential for members of minority populations to achieve degrees in these fields. African American women are underrepresented in STEM fields, suggesting a need to better understand their development and needs while attending community college. This hermeneutical, phenomenological research study investigated the lived experiences and perspectives of African American women enrolled in STEM majors at community colleges. The conceptual framework used to interpret data for this study was derived from Maslow, Erikson, and Rogers’s humanist theories of social learning, and from Tinto, Lerner, Gilligan, and Noddings’s action theories of selection, optimization, and compensation. Seven African American women from 2 different community colleges in the southern region of the United States were interviewed. Each described her lived experiences and educational encounters and how these led to persistence, transfer, or degree completion. Data were analyzed by identifying and comparing emergent themes. Three themes emerged: faculty involvement was vital to their wellbeing and productivity, mentors were integral for their support, and college partnerships with 4-year institutions helped these women meet their goals. This study’s findings are designed to provide local and state community college administrators with information related to investment in and the importance of institutional encouragement, faculty involvement, and student mentorship to increase and sustain participation in STEM-related fields, as well as to better prepare underrepresented students for STEM careers. African American Women STEM Majors’ Lived Experiences in Community College by Loretta Diane Westry MA, Auburn University at Montgomery, 2005 BS, University of Montevallo, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Walden University August 2016 Dedication This dissertation is dedicated to the Westry family: to my late father who instilled in me that education is essential, Willie Edward Westry Jr.; to my mother, Sharon Smith Westry, for supporting me when I needed it the most; to my sister, Sharell Westry Lewis, for her strength and support; and to my son, Zion Edward Westry, for being the driving force behind this project. Acknowledgments This journey to complete my dissertation has taken several years. My support systems have been nothing short of fantastic. I give the greatest of thanks to my chair, Dr. Laura Weidner and the late Dr. Thomas Rasco. I extend my deepest appreciation to my committee members, Dr. Cheryl Keen and Dr. Christina Dawson. I offer sincere gratitude to my editor, Dr. Carol Koller. I gratefully acknowledge the institutions that allowed me access to their student body as your help went above and beyond my expectations. I am especially grateful to my mother, Sharon Westry because without your strength I would have never strived to accomplish this goal. You have been a tremendous support system and resource for me during this journey. I want you to know you are amazing, and I love you. I want to thank my sister, Sharell Lewis, and my other friends. You all listened to me when I wanted to vent and offered a shoulder for me when I required a little cry. By doing so, you all became a bedrock that helped me maintain a peace of mind. Because of this journey, I lost memorable moments with my son, Zion Westry, who is the greatest accomplishment in my life. However, this sacrifice for him and my family pushed me to never give up and to continue to be a positive role model in his life that I could never duplicate without this process. Finally, I want to thank the participants in this study for so graciously sharing their time and their personal stories with me. At the end of my journey, I am simply grateful for this process to make a difference and have an impact in other’s lives.