Abstract
This study explores the ethnic identity development of African American participants who are first-generation college-bound students in an Upward Bound Math Science (UBMS) program. A mixed-methods research approach was deployed. The Multi-group Ethnic Identity Measure – Revised (MEIM-R) survey developed by Phinney and Ong (2007) was used to measure ethnic identity development status. The study further explores their perceptions of factors that support and barriers that hinder their pursuit of a STEM related career. The descriptive data analysis indicates that students in the Identity Achievement status group have higher ACT scores than all other status groups, while students in the Foreclosure status group fall behind in both high school GPA and ACT scores. A semi-structured interview protocol was used to gather qualitative data about participant’s perceptions. Qualitative data suggests that some students perceive the Upward Bound program as a support, while low ACT scores and the lack of available resources are perceived as major barriers.
Presenters
John HatcherAsst. Professor, Educational Leadership & Technology, Southeastern Louisiana University, Louisiana, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
African American, Ethnic Identity Development, STEM, First Generation college bound
