Adaptability is crucial in the engineering workplace, particularly for Black engineers. Job postings use different terms such as resiliency, agility, or flexibility to denote the importance of adaptability for a role. However, there is a lack of exploration into what adaptability means for individuals from racially marginalized backgrounds. For Black engineers, navigating work responsibilities is complicated by the social ramifications of their racial identity. Simply framing their efforts as adaptability overlooks the impact of racialization and the complex interplay of working conditions on career decisions. This study aimed to understand how being racialized as Black influences how Black engineers respond to changing working conditions. Working conditions encompass the tools used for work, the workplace environment, and the workforce composition. The central question for this study was: How do Black engineers respond to various working conditions encountered during the early stages of their engineering career? A multiple case study approach was employed, focusing on the experiences of eight early-career Black engineers. The participants were selected based on their self-identification as Black, regardless of ethnicity, considering the commonplace of racialization in the United States. Interviews and resumes were utilized to comprehensively capture their work experiences. Analysis revealed ten key characteristics of working conditions and five adaptability responses. These responses exhibited a temporal nature, leading to the development of sub-adaptability responses. Vignettes were crafted to contextualize participants' responses to salient working conditions. Participants sought to achieve work-life balance, derive meaning from their work, and have a sense of belonging in their careers. The perception of their ability to achieve these goals influenced the turnover intention of Black engineers within their organization. This study expands our understanding of factors influencing Black engineers' retention and informs prospective engineers of prioritized outcomes other Black engineers have used to navigate their careers. These findings can be used by organizations to inform the strategies they use to foster the retention and advancement of Black engineers in the engineering workforce. / Doctor of Philosophy / Adaptability is important for Blac engineers in the engineering workplace. Adaptability is denoted within job postings with different terms such as resiliency, agility, or flexibility. Even though adaptability is generally deemed to be important, there is a lack of exploration into what adaptability means for individuals from racially marginalized backgrounds. For Black engineers, navigating work responsibilities includes navigating and understanding the social ramifications of their racial identity. Therefore, simply framing the efforts of racially marginalized engineers as adaptability overlooks the impact of racialization and the complex interplay of working conditions on career decisions. This study aimed to understand how being racialized as Black influences how Black engineers respond to changing working conditions. Working conditions encompass the tools used for work, the workplace environment, and the workforce composition. The central question for this study was: How do Black engineers respond to various working conditions encountered during the early stages of their engineering career? A multiple case study approach was employed, focusing on the experiences of eight early-career Black engineers. Participants sought to achieve work-life balance, derive meaning from their work, and have a sense of belonging in their careers. The perception of their ability to achieve these goals influenced the turnover intention of Black engineers within their organization. Analysis revealed ten key characteristics of working conditions and five adaptability responses. This study expands our understanding of factors influencing Black engineers' retention and informs prospective engineers of prioritized outcomes other Black engineers have used to navigate their careers. These findings can be used by organizations to inform the strategies they use to foster the retention and advancement of Black engineers in the engineering workforce.

The new federal legislation focusing on student achievement, critical reports of the public educational system, and the artificial distinction between academic and career and technical education, have combined to create an urgent need for the integration of academic and career and technical education (Finch & Crunkilton, 1999). The literature suggests that integration is one alternative to raising student achievement of all students and helps to prepare them for the workplace (Benson, 1989; Lankard, 1994; Brown, 1998; Stasz, Kaganoff, & Eden, 1994). The purpose of this study was to determine the extent to which teachers and principals in HSTW sites perceive precursors (consisting of integration strategies and conditions) to integrate academic and career and technical education are present in their schools. In addition, comparisons of perceptions were examined based on school type, school size, and school location. The sample included 168 academic and career and technical education teachers and 36 principals from 36 HSTW sites in Virginia. Based on the findings from the factor analysis, precursors to integrate academic and career and technical curricula can be grouped into two relatively coherent latent factors: collaboration and academic skill preparation. Multivariate analysis of variance (MANOVA) revealed that there were significant differences in the perceptions of teachers and principals. The multivariate analysis of variance also revealed significant differences based on school type only. Recommendations were made to assist teachers and principals to devise a plan to identify integration precursors that teachers perceive are not present in their schools. This information will be useful to principals and educational leaders for evaluating integration activities so they can provide support and guidance to increase integration activities in schools. / Ph. D.

Doctor of Philosophy / Over the few last decades, there has been a push to prepare more students for STEM careers to meet demands for a larger workforce and to broaden participation. Scholars, activists, and educators have identified that, despite these efforts to broaden participation in engineering, many groups remain underrepresented and marginalized in education. However, engineering education has given little attention to the impacts of place, or geography, on educational access particularly as it relates to academic preparation resources, educational pathways, and careers in engineering. My multi-method dissertation seeks to address this gap in the literature across three manuscripts. In the first manuscript, I examine possible influences on enrollment in postsecondary pathways for engineering, computer science, and engineering technology careers in Virginia. Using descriptive analysis and multilevel modeling techniques, I identified disproportionate enrollments in community college and four-year pathways across geographies, and identified possible individual-level and community-level characteristics that help shed light on the enrollment trends. In the second manuscript, I explore the pathways taken by rural STEM professionals from Southwest Virginia who continue to live and work in the region. By understanding their pathways, I identified various supports and barriers they faced as rural students and professionals, and the factors that influenced them to stay in the region. Finally, I present a conceptual model meant to provide a literature- and research-informed approach to how engineering education might consider doing work (i.e. outreach, engagement, applied research) in rural settings in a way that acknowledges place and context. Across these manuscripts, I aim to shed light on the intersection of rurality and STEM education. By focusing on concepts of place and geographical influences on education, I hope to provide a new lens for how inequities in STEM education might be further addressed while providing practical insights for structural and systemic changes related to engineering education efforts. Ultimately, through focusing on rurality, I hope to contribute to changing the narrative around what it means to be rural or to be from a rural place.

Agricultural education has to alter its curriculum in order to remain in step with the changes in rural and urban lifestyles. It must continue to change and expand its offerings as society develops. As an industry grows large enough to offer a variety of careers, students need to be more aware of opportunities and gain the necessary skills to enter that job market. The equine industry qualifies as an important and viable part of not only Virginia’s economy, but also the national economy. Career Development Events (CDEs) are designed to help prepare students for careers in agriculture. Classroom instruction comes alive as students demonstrate their skills in a competitive setting. CDEs test the abilities of individuals, as well as teams, in 28 major areas of agricultural instruction (National FFA, 2006). The basic core of agricultural education program consists of three components: 1. classroom instruction, 2. FFA, including Career Development Events, and 3. Supervised Agricultural Experience (SAE) programs. The FFA is a co-curricular organization representing one-third of the total agricultural education program. As such, FFA activities should reflect the instruction provided in the agricultural education classroom and laboratory. The concern facing the profession relates to why there were 40 Virginia FFA chapters with a CDE horse judging team in 2005, but that only 12 programs offered an equine management course. The purpose of my research was to assess the perceptions of Virginia’s secondary agricultural education teachers toward the benefits of offering an equine management course, within the secondary agricultural education programs that have CDE horse judging teams. The survey of 40 agricultural teachers who had a horse judging team at the 2005 state CDE event showed that 14 (22%) of the teachers did teach an equine course or unit within another course, 21 (63%) did not, and five (15%) did not respond. Based on the findings of this study, teachers’ perceptions were that an equine management program and participation in equine Career Development Events are necessary. Teachers agreed the event improved their students’ overall academic performance, increased their acceptance of responsibility, and increased their self-confidence. / Ph. D.

Researchers know much about the use of contract (or adjunct) instructor faculty in academe, but little about contract instructors in civilian federal training agencies. No one has determined the effective administrative support of instructional delivery or the professional development needs of these federal agency contractors. The National Fire Academy's mission is to promote the professional development of those fire personnel engaged in fire suppression, fire prevention, and allied functions. Each year approximately 3000 resident students complete a variety of two week training programs. Approximately 500 contract instructors conduct most of these on-campus programs. These instructors have widely divergent expertise, instructional competence and teaching experience. The research questions were: 1. What are the problems, if any, that NFA contract instructors have had that have implications for effective program delivery?</li> 2. What are the administrative support services, if any, that should be provided to contract instructors in the areas of: A. Orientation of new instructors? B. Program delivery? C. Evaluation processes? D. Professional development?</li> 3. What other administrative support services, if any, would assist contract instructors in providing instructional services?</li> 4. What are the problems, if any, that Program Chairs have dealt with that have implications for effective program delivery? All 536 resident contract instructors received a questionnaire about their perception of their administrative support and professional development needs; 45% responded (n=245). Eight of the ten Academy Program Chairs, who oversee the contract instructors, were interviewed about the types of problems and solutions they have used in dealing with these personnel. Analysis used both quantitative and qualitative methods. This research had a three-fold purpose. First, the research could determine the elements of effective support of instructional delivery for the Academy's contract instructors. Second, the research could provide the basis to make policy recommendations of such elements for the Academy. Finally, the research sought to determine what was required to support the professional development of contract instructors in any training organization. The results indicated that the responding contract instructors had several administrative support needs and concerns including keeping program content current, providing new instructors with an orientation and an instructor handbook, gaining access to classroom supplies, and improving the availability of program evaluations. There was also strong interest in three professional development options: preferred admission to other NFA classes, on-site instructor conferences, and a newsletter. Generally, Program Chairs' responses were supportive of these needs. The recommendations included the implementation of a contract instructor career path and the use of a government and contractor "shared responsibility management model." / Ed. D.

The purpose of this study was to determine the impact of the professional development component of Comprehensive School Reform on the mathematics achievement of third and fifth grade students attending selected Title I schools in Virginia. A qualitative research design was used to examine data from a focus group of four technical assistance providers, six principal interviews, and thirteen teacher surveys. This study involved participants of the 2003 cohort of the Comprehensive School Reform process during a 3-year period from 2003 through 2006. A set of questions was developed for each group of participants to acquire their perceptions of the components of professional development that impacted instruction and enhanced student achievement in mathematics. A constant comparative method was used to analyze key words and direct quotes from the focus group interview, principal interviews, and teacher surveys. Triangulation of these data was utilized to identify emergent themes. The findings revealed that the professional development component of Comprehensive School Reform had a significant impact on classroom instruction and student achievement in mathematics. Findings also revealed that the technical assistance provider served as a coach and resource for professional development. Findings indicated that professional development included data analysis and research-based instructional strategies as contributing factors for increased student achievement. The Virginia Standards of Learning pass rates of spring 2006 showed significant gains in the mathematics achievement of students in Grades 3 and 5 attending the Title I schools participating in Comprehensive School Reform. It was evident in the findings of this study that professional development significantly impacted the mathematics achievement of students attending the 2003 Comprehensive School Reform cohort of selected schools in Virginia. This information will serve as a resource for administrators of Title I schools in Virginia that have not met the Adequate Yearly Progress (AYP) requirements of the No Child Left Behind Act of 2001. / Ph. D.

Using individual and couple interviews, this qualitative work examined relational maintenance behaviors of 13 African-American dual-career couples. Findings reveal that study participants employed a variety of routine and strategic behaviors which they identified as relevant to maintaining marital satisfaction and stability. Couples distinguished between strategies in their daily interactions and those implemented for the long-term sustainment of their marriages. Couples also engaged a series of repair behaviors designed to restore the marital relationship once a transgression occurred. A new category of maintenance was discovered as useful for these African-American couples -- seek a spiritual connection. Each finding is discussed in regard to how it advances understanding of relational maintenance behaviors. / Ph. D.

The process of communicating new ideas—diffusion—transpires over time along communication channels in a social system. In education, much stands to be gained from successful innovation. The process is a perilous course with high rates of casualty. As viable innovations fail, our schools bear the consequences. This dissertation includes a process study of the diffusion of an innovation at a state department of education and in two school districts. The study was framed by Rogers' model of innovation in organizations (1995) to determine if the diffusion of a comprehensive career development program verified theory. Through instrumental case studies, the process of diffusing career development was traced. The investigative procedure included the examination of temporal patterns that, when sequenced, indicated operational links in a multi-dimensional process of innovation. Findings indicated five stages as delineated by Rogers (1995) but more broadly defined. Additionally, the stages emerged in interactive looping patterns unlike Rogers' linear model. Different outcomes were evidenced in each case. The state department of education was the only agency that verified the problem-based foundation of Rogers' initiation stages. The model's implementation components were found to be too linear, precluding the recycling patterns that occurred during the on-going mutual adaptations between the innovation and the organizations. Rogers' model of the innovation process in organizations attempts, unsuccessfully, to reach beyond the complex communication networking that his descriptions of diffusion categorize. To attempt to spread the strength of the theoretical implications of actual diffusion is to misuse the assets and unjustly ascribe an inadequacy to them. Diffusion of innovation in individuals and in organizations involves different complexities that are not accounted for in Rogers' organization model. Rogers' model for individuals is deployable to the organization innovation process as explanation of individuals acting within a greater body, yet explaining the parts of a whole does not necessarily explain the whole. Rogers' model lacks content explanation and complexity explanation of the process of organizational innovation. / Ph. D.

The study explored factors related to life satisfaction for military members transitioning to teaching. Schlossberg's (1981) model of human adaptation to transition was used to articulate the career transition factors of readiness, confidence, control, perceived support, and decision independence. The Career Transitions Inventory (Heppner, 1992), Satisfaction with Life Scale (Deiner, 1985), demographic variables, and open-ended questions were used to examine relationships. The data were collected using a secure online survey with a total of 136 usable responses from the Troops to Teachers database. Participants were overwhelmingly male (86%), married (86%), white (79%), and not of Hispanic origin (87%), which were reflective of an earlier Troops to Teachers study (Feistrizer, 2005). A weak correlation was found with life satisfaction and the variables of confidence and control. Stepwise regression revealed that combined control and readiness accounted for approximately 16% of the variance in life satisfaction. Additional relationships were noted between time in transition and income, as well as time in transition and support. Generally, participants were satisfied with life, which may indicate successful adaptation post-military transition. Results supported earlier studies demonstrating that internal/psychological factors (i.e., confidence, readiness, control) are positively linked to successful career transition. However, results did not mirror research on external factors (i.e., support) being related to successful career transition. Participants' insights indicated that preparing for, investing in, and having a positive attitude might benefit others pursuing a mid-life career transition. Further, helping and serving others, recognizing their accomplishments, and finding work/life balance reflected satisfaction in both military and teaching careers. Limitations of the study included low response rates, lack of diversity among the respondents, and findings not generalizable to other populations. Implications for counseling individuals in mid-life military career transitions are to (a) incorporate confidence and control as counseling foci, (b) address social/family and financial supports during transitions, and (c) draw from previous meaningful experiences (i.e., military) to deal with transition. Future research with populations that fully encapsulate stages of transition and are representative of more diversity can further contribute to our understanding of mid-life career transition. / Ph. D.

Improving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency's importance to the teacher's practice and the teacher's ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to calculate a Mean Weighted Discrepancy Score (MWDS) for each competency. Competencies were with the largest MWDS were identified as those most needed for teacher professional development. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differences in professional development topic rankings for on each demographic area. Mann-Whitney U testing and Kruskal-Wallis one-way analysis of variance test by ranks were used. The results of this study can be used by school divisions, schools, and professional development providers to benefit the work of CTE teachers and CTE programs. / Doctor of Philosophy / Improving teacher quality is an effective strategy for improving student outcomes. For professional development to be effective at changing student practice and improving student outcomes the professional development topic needs to be relevant to the work of the teacher. This study surveys Virginia CTE teachers to identify their self-identified, most needed professional development topics. Virginia CTE teachers were asked to rate 136 separate teaching competencies based on each competency's importance to the teacher's practice and the teacher's ability to implement the competency. A quantitative research design was used to conduct this study. The Borich Needs Assessment Model was utilized to identify the competencies most needed as professional development topics for Virginia CTE teachers. Respondent data was disaggregated by gender, ethnicity, intention to remain in the teaching profession, CTE content area, years of experience, school division, and pre-service training in order to identify differences in professional development topics for each demographic group. The results of this study can be used by school divisions, schools, and professional development providers to benefit the work of CTE teachers and CTE programs.