Date of Award

Summer 2019

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Center for Science and Math Education

School

Center for Science and Math Education

Committee Chair

Sherry Herron

Committee Chair School

Center for Science and Math Education

Committee Member 2

Richard Mohn

Committee Member 2 School

Education

Committee Member 3

Lillian Hill

Committee Member 3 School

Education

Committee Member 4

Kyna Shelley

Committee Member 4 School

Education

Committee Member 5

Robert Palmer

Abstract

A myriad of studies in STEM education aim to identify the underlying reasons behind poor achievement of Black males in higher education. Research studies have indicated that HBCUs make significant advances in various desired outcomes such as graduation rates for Blacks, especially males. However, Black males at community colleges do not always fare similarly to their counterparts at HBCUs. There are limited studies on faculty interactions with Black males in STEM at community colleges. Therefore, the goal of this study was to identify whether significant differences existed in the interactions STEM faculty formed with Black males at community colleges and HBCUs. Also, its intention was to determine if aspects of faculty interactions with these males from each type of institution correlated with student achievement. One-hundred and fifteen Black male students who were STEM majors and who were freshmen or sophomores at a Mississipi HBCU (N=56) or a community college (N=59) were the participants for this study. Survey data from the Student-Professor Interaction Scale (SPIS) were analyzed using SPSS. Logistic regression used the students' STEM achievement measured by self-reported STEM GPA and each subscale in the survey instrument to determine if a significant relationship existed with either type of institution. To identify the best set of predictor variables, multiple regression analyses were conducted for both institution types to show the relationship between the participants' interactions with STEM faculty and their STEM achievement. Black males at the HBCU had significantly higher STEM achievement than Black males at the community college. There were significant differences in off-campus interactions and career guidance subscales of faculty-student interactions in this study. Off-campus interactions with STEM faculty were more likely for Black males who attended the HBCU than the males who attended the community college. STEM faculty at the community college were more likely to discuss career opportunities with Black males than the HBCU faculty members were with this group. There was a statistically significant relationship between the accessibility subscale and STEM achievement for Black males at the community college. However, none of the faculty-student interactions were significant predictors of STEM achievement for Black males at the HBCU.

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