One of the historically marginalized populations in the United States (US) is the Black population. This marginalization extends into higher education, where Black students are underrepresented and continue to experience challenges, especially at Predominantly White Institutions (PWI) and in science, technology, engineering, and mathematics (STEM) programs. However, the current constitution of the Black population, including Black students in the US, is inherently culturally and ethnically diverse. The Black student population includes domestic US students and various groups of foreign-born students such as Black Sub-Saharan African (BSSA) students whose educational trajectories, outcomes, and experiences are unique based on their cultural orientations. Given the within-group differences in this population, prior research has demonstrated the need to disaggregate the experiences in research among different groups for precise research outcomes. This dissertation contributes to that effort by explicitly focusing on the lived experiences of BSSA graduate students pursuing STEM degrees at a PWI through two studies from an assets-based approach: 1) the meaning BSSA graduate students in STEM make of their lived experience with the campus climate at a PWI, using community cultural wealth as a conceptual framework; and 2) the role of family and other funds of knowledge in the educational trajectories and persistence of BSSA doctoral students pursuing STEM degrees at a PWI. I used different qualitative methodologies across both studies, including a blended case study with tenets of participatory action research in the first study in the first study and narrative analysis in the second. The results of these studies revealed that BSSA graduate students in STEM and at PWIs possessed a variety of assets that enable them to resist challenges and persist in their education. Second, the educational environments were not holistically supportive of students. Finally, there was a lack of cultural awareness and validation of students' assets and ways of knowing. The results offered implications for the BSSA graduate students in STEM in the US, scholars, practitioners at PWIs and in STEM departments who work with them, especially in creating inclusive and supportive academic environments. / Doctor of Philosophy / One of the underrepresented populations in the United States (US) is the Black population. The underrepresentation of the Black population extends into universities and colleges. Black students are underrepresented and continue to experience challenges, especially at White populated institutions (PWIs) and in science, technology, engineering, and mathematics (STEM) programs. However, the current body of the Black population, including Black students in the US, is made of many internal groups with different cultures and ethnicities. The Black student population includes domestic students from the US and other groups with international backgrounds who migrate to the US, such as Black students from Sub-Saharan Africa (BSSA), whose educational paths, performances, and experiences are different based on their cultural background. Given the internal group differences in this population, prior research has advanced the need to separately engage with the experiences among the different groups for specific research results and services for each group. This dissertation contributes to that effort by only focusing on the lived experiences of BSSA graduate students pursuing STEM degrees at a PWI through two studies on BSSA students' assets: 1) the meaning BSSA graduate students in STEM make of their lived experience with the campus climate at a PWI, using community cultural wealth as a conceptual approach; and 2) the role of family and other wealth of knowledge in the educational journeys and success of BSSA doctoral students pursuing STEM degrees at a PWI. I used different qualitative methodologies across both studies, including a blended case study with tenets of participatory action research in the first study and narrative analysis in the second. The results of these studies showed that BSSA graduate students in STEM and at PWIs possessed a variety of assets that enable them to resist challenges and persist in their education. Second, the educational environments were not entirely supportive of students. Finally, there was a lack of cultural awareness and support of students' assets and ways of learning. The results offered implications for the BSSA graduate students in STEM in the US, educators, administrators, and researchers at PWIs and in STEM departments who work with them, especially in creating inclusive and supportive academic environments.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/109794 |
| Date | 03 May 2022 |
| Creators | Woods Jr, Johnny Crayd |
| Contributors | Higher Education, Murzi Escobar, Homero Gregorio, Robbins, Claire K., Nelson, Amy, Case, Jennifer Margaret |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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