Institutional Effectiveness on Student Retention and Diversification for African American Female Engineering Students at Higher Educational Institutions
Date of Award
Doctorate of Philosophy (PhD) in Education
College of Education, Doctoral Program
This quantitative research study examined higher educational institutions, specifically, Land Grant, Carnegie classification of ‘Very high research activity’, and Predominantly White Institutions in the United States. Furthermore, the evaluation analyzed HEI effectiveness in engineering programs to retain and graduate African American female students. Mainly, the research looked at retention, attainment, diversity, academic support systems, assessment, and initiatives as units of measurements to analyze the various types of support mechanisms at these institutions. The goal was to determine if these units of measurement are the necessary resources that HEI require to successfully assist, engage, and strengthen the educational attainment of African American female engineering students. An electronic survey was developed, distributed, and collected through Qualtrics. There were four surveys for four participant groups with a total sampling of 713 participants, which yielded 105 responses with a response rate of 18.5 percent. The findings for this research study resulted in non-statistically significance for all three research questions which was based on the requirement of statistically significance for all four participant groups. Although the data evidence did not yield statistically significance outcome, the review of the literature indicated that more research is needed to analyze and discuss diversification in engineering programs in higher education as a necessary component to sustain the U.S. globally within the science, technology, engineering, and mathematic disciplines.
Parker, Robbin, "Institutional Effectiveness on Student Retention and Diversification for African American Female Engineering Students at Higher Educational Institutions" (2022). College of Education Theses and Dissertations. 241.