The purpose of this study was to explore the bases of minority student persistence in Science and Engineering (S/E). Statistical and qualitative methods were employed. Undergraduate minority student graduation rates in S/E from 1981 to 1990 were analyzed at 1,492 public and private U.S. colleges and universities and a national field study component, which included surveys and interviews, was conducted. The results indicated that effective persistence strategies for African American, Hispanic and Native American students would involve assisting students to clarify goals, facilitating minority students as role models for each other, developing peer tutoring to maintain continuous study skills enhancement, engaging faculty in social interactions with students, and enhancing financial support. Explaining the sources and reasons for success in minority student persistence in S/E could impact national educational policy and collegiate level practices in order to increase retention.

Research on mental health outcomes among racial-ethnic, sexual, and gender minority young people indicates that they may be at increased risk for service use disparities when these identity statuses intersect. However, evidence of how having multiple minority identities is related to using mental health services is lacking. This dissertation used a mixed-methods, convergent design to explore and describe relationships between intersecting minority identities and mental health service use in the experiences of 31 Black and Hispanic, sexual and gender minority young adults. Consistent with an intersectional perspective, findings indicated that mental health service use was more strongly associated with minority identities collectively than with any single minority identity, and that experiences of intersecting minority identities could facilitate, as well as hinder, mental health service use among participants. A theoretical model was revealed in which participants negotiated multiple minority identities within four dimensions related to their service use: ethnic-racial culture, intersecting identities, family, and personal identities. Results suggested provider strategies that support intersecting minority identity strengths around culture, community belonging, and self-efficacy may encourage service use and engagement with treatment.

No description available.

Thesis (M.A.)--University of Northern Colorado, 2003. / Includes bibliographical references (p. 139-149). Also available on the Internet.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 155-171).

Thesis (Ph.D.)--University of Texas at Arlington, 2009.

Thesis (Th. M.)--Dallas Theological Seminary, 2001. / Includes bibliographical references (leaves [xlvi]-li).

Thesis (MEd)--University of South Australia, 1995

Thesis (Ph.D.)--University of Tulsa, 1989. / Bibliography: leaves: 122-127.

Thesis (Ph. D.)--Michigan State University. Dept. of Sociology, 2006. / Title from PDF t.p. (viewed on Nov. 20, 2008) Includes bibliographical references (p. 257-282). Also issued in print.