A Qualitative Investigation of African American Males’ Career Trajectory in Engineering: Implications for Teachers, School Counselors, and Parents
By James L. Moore. Teachers College Record, 2006
165 citations recorded by the source corpus.
Using the grounded theory approach, this research investigation, drawing on a larger study, examined the factors that were most instrumental in influencing African American males’ decisions to pursue engineering as an academic major and career choice. Using open-ended biographical questionnaires, individual interviews, and focus groups, numerous themes emerged from these data. More specifically, the central themes that had major impact on African American males’ career trajectory were (a) strong interests in science, technology, engineering, and mathematics; (b) strong familial influence and encouragement; (c) strong aptitudes in science and mathematics; (d) meaningful academic experiences and relationships with school personnel; and (e) meaningful enrichment programs, opportunities, and academic experiences. Implications, based on the findings of this research, are provided for teachers, school counselors, and parents.
Subfields: Education, General Agricultural and Biological Sciences, Safety Research
View Paper: https://www.semanticscholar.org/paper/82ba2c5946d5fcc98ecb48f8e84d43bba7feeb37
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Citations in the corpus
- Individual and Social Factors Related to Urban African American Adolescents' School Performance (2008, unknown): “Clearly, school culture can have an effect on students’ academic achievement (Moore, 2006).”
- Clean Corners and Algebra: A Critical Examination of the Constructed Invisibility of Black Girls and Women in Mathematics (2016, unknown): “, Fennema & Peterson, 1986; Hyde, Fennema, & Lamon, 1990), whereas intersectional studies that focus on both race and gender in mathematics have overwhelming focused on the experiences of Black boys and men (e.g., Berry, 2008; Berry, Thunder, & McClain, 2011; Corey & Bower, 2005; Jett, 2010, 2011; M”
- Supporting Students' Intentions to Persist in STEM Disciplines: The Role of Living-Learning Programs among other Social-Cognitive Factors (2012, background): “…Cohen, Fitzgerald, & Bylsma, 2003; Ting, 2001), subtle acts of racism that dissuade students from engaging in activities that might lead to success (Moore, 2006), Eurocentric pedagogies (Anderson, 2004), and low numbers of same-race or non-White faculty role models (Rendón, Garcia, & Person, 2004).”
- Council for Accreditation of Counseling and Related Educational Programs (CACREP) at Historically Black Colleges and Universities (HBCUs). (2015, methodology): “Trustworthy qualitative research uses theoretical constructs to explain phenomena (Glaser & Strauss, 1967; Moore, 2006; Strauss & Corbin, 1998).”