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Factors affecting the academic achievement and persistence of quota students in STEM: A case study of a public university in Brazil.

机译：影响STEM配额学生的学业成绩和持久性的因素：以巴西一所公立大学为例。

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摘要

In order to maintain competitiveness in the global economy nations around the world are heavily investing in access to higher education and more specifically the production of skilled workers in science, technology, engineering, and math (STEM). Whereas upper social-class majority males have traditionally dominated this field, the expansion of university enrollments as well as the presence of rapidly growing minority populations signals a shift in which a larger number of minorities and women will add to the STEM talent pool.;To date, much of the research on underrepresented minorities in STEM has focused on women and underrepresented racial and ethnic minorities in universities in the U.S. (Espinoza & Cole, 2008; Museus et al., 2011; St. John & Musoba, 2011). Few studies have focused on the persistence and academic achievement of underrepresented minorities in countries and institutions outside of the Unites States and none have specifically targeted minority students who are beneficiaries of affirmative action policies. The current study seeks to explore factors that affect the academic performance and persistence of quota students majoring in STEM fields in a public university in Brazil.;The major research questions guiding this study were: (1) In what ways do institutional factors affect quota student persistence and academic performance in STEM fields? (2) To what extent does campus climate affect the academic performance of quota students in STEM fields? (3) What barriers (major academic, social, and financial concerns) do quota students in STEM fields face after admission and how do student and faculty perceptions of these barriers differ? (4) What institutional services are available to support quota STEM students and which of these services do STEM students use most frequently?;Using qualitative methods and an ethnographic case study design, semi-structured interviews were conducted with ten undergraduate quota students, two graduate students, and six university personnel. In addition, the researcher observed students on campus, both in and out of class. Additional observations were made of location students frequented such as the residence hall, library, campus restaurants, and the physics, chemistry, and engineering buildings. Findings revealed four broad themes: pre-college experiences, college experiences, college outcomes, and barriers to graduation and institutional responses. Participants indicated that their pre-college academic experiences had the largest effect on their academic achievement and persistence. Quota students in STEM disciplines routinely reported having failed their core math and science courses during the first year and experiencing difficulty with others as they matriculate. This was largely attributed to the fact that they entered with a lack of a strong academic base. Additional barriers students faced were lack of finances, and a lack of family support and cultural capital. While the university has implemented various financial supports to address quota students' needs, they lack structured academic supports such as bridge programs, supplemental instruction, and tutoring.
机译：为了保持在全球经济中的竞争力，世界各地的国家正在大力投资于获得高等教育，尤其是科学，技术，工程和数学（STEM）技术工人的生产。传统上，社会阶层占多数的男性占主导地位，但大学入学人数的增加以及迅速增长的少数族裔的存在标志着一个转变，在这一转变中，将有更多的少数族裔和女性加入STEM人才库。迄今为止，在STEM中代表性不足的少数族裔的许多研究都集中在美国大学中的妇女以及代表性不足的种族和族裔上（Espinoza＆Cole，2008； Museus等，2011； St。John＆Musoba，2011）。很少有研究关注在美国以外的国家和机构中代表性不足的少数族裔的持久性和学术成就，没有一项研究专门针对那些受益于平权行动政策的少数族裔学生。当前的研究旨在探索影响巴西一所公立大学STEM领域的配额学生的学习成绩和持久性的因素。指导该研究的主要研究问题是：（1）制度因素以何种方式影响配额学生STEM领域的持久性和学术表现？ （2）校园气候在多大程度上影响STEM领域中配额学生的学习成绩？ （3）入学后，STEM领域的配额学生面临哪些障碍（主要的学术，社会和财务问题）？学生和教职员工对这些障碍的看法有何不同？ （4）提供哪些机构服务来支持STEM配额学生，哪些是STEM学生最经常使用的服务？；使用定性方法和人种学案例研究设计，对10名本科配额学生，两名研究生进行了半结构化访谈学生和六名大学人员。此外，研究人员还观察了校园内和课堂外的学生。对经常访问的地点学生进行了其他观察，例如学生宿舍，图书馆，校园餐厅以及物理，化学和工程大楼。调查结果揭示了四个广泛的主题：大学预备经历，大学经历，大学成果，毕业障碍和机构反应。参与者指出，他们的大学前学术经历对他们的学业成就和毅力影响最大。在STEM学科中，配额学生通常会报告他们在第一年的核心数学和科学课程中未及格，并在入学时遇到其他困难。这在很大程度上归因于他们进入大学时缺乏强大的学术基础。学生面临的其他障碍是缺乏资金，缺乏家庭支持和文化资本。尽管该大学已实施各种财务支持来满足定额学生的需求，但他们缺乏结构化的学术支持，例如衔接课程，补充指导和辅导。

著录项

  • 作者

    Childs, Porsha Y.;

  • 作者单位

    University of Maryland, College Park.;

  • 授予单位 University of Maryland, College Park.;
  • 学科 Education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 297 p.
  • 总页数 297
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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