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dc.contributor.advisorWaller, L. Rustyen_US
dc.contributor.authorSparks, David M.
dc.contributor.otherVornberg, James, Head of Departmenten_US
dc.contributor.otherJohnson, Gail, Dean of the Collegeen_US
dc.date.accessioned2015-08-28T03:31:38Z
dc.date.available2015-08-28T03:31:38Z
dc.date.issued2013
dc.date.submittedMay 2013en_US
dc.identifier.otherUMI Number: 3562558
dc.identifier.urihttp://hdl.handle.net/10106/25188
dc.descriptionSubmitted to the Office of Graduate Studies of Texas A&M University-Commerce in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION, May 2013en_US
dc.description.abstract**Please note that the full text is embargoed** ABSTRACT: The purpose of this research was to distinguish the similarities and differences in coping strategies of African American engineering students by analyzing their perceptions of stereotype threat at three academic institution types: Predominantly White Institutions (PWI), ethnically diverse, and Historically Black Colleges and Universities (HBCUs). The researcher collected demographic and survey data using the Stereotype Vulnerability Scale (SVS). The study was offered to the entire population of African American engineering students at each college using an online survey. Results were analyzed using MANOVA and Pearson‟s correlational statistical analyses to test the hypotheses. Findings revealed that few differences exist between students‟ scores on an assessment of stereotype vulnerability, with a few areas showing that HBCUs and ethnically diverse universities are doing a similar job in addressing perceptions of their African American engineering students. Finding also revealed that the percentage of African American students at a university did not correlate with the scores on the SVS accept on questions related to the personal feelings students have about their race. The strongest findings related to the differences in male and female students across the universities. African American female engineering students appeared to perceive more stereotype threat than did their male counterparts although this fining was not statistically significant. Overall, no statistically significant differences were found between students‟ perceptions of stereotype threat at the three types of universities. Future research should expand the number of survey participants at the current universities, add more HBCUs to the study population, run similar experiments in different parts of the country, compare stereotype threat in private and elite universities, use ethnically diverse universities as models for minority student development, and use new or improved survey instruments that delineate race and gender stereotype threat as perceived by African American female STEM students
dc.language.isoen_USen_US
dc.publisherProQuesten_US
dc.rightsPublished by ProQuest LLC (2013). Copyright in the Dissertation held by the Authoren_US
dc.subjectEngineering -- Students -- African Americanen_US
dc.subjectStereotype threaten_US
dc.subjectStereotype vulnerabilityen_US
dc.subjectStereotype Vulnerability Scale (SVS)en_US
dc.subjectSTEM -- Students -- African Americanen_US
dc.titleAn Analysis Of Stereotype Threat In African American Engineering Students At Predominantly White, Ethnically Diverse, And Historically Black Colleges And Universitiesen_US
dc.typeDissertationen_US
dc.contributor.committeeChairWaller, L. Rustyen_US
dc.contributor.committeeMemberHendricks, Lavelleen_US
dc.contributor.committeeMemberNaizer, Gilen_US
dc.degree.levelPh.D.en_US
dc.degree.nameDoctor of Educationen_US
dc.description.paginationpp. i-x, 1-94


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