New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Supportive Practices Used with Underrepresented Minority Graduate Students
Underrepresented minority graduate students confront various types of challenges while pursuing STEM graduate degrees. Thus, to ensure the successful completion it is important to identify and to implement supportive practices from underrepresented minority student perspectives as their representation is lacking in these programs. The objective of this research study is to provide information on the perspectives of underrepresented minority graduate students which can be used to develop a supportive model of practices that can help complete their STEM graduate programs. Survey instruments were used to gather data regarding underrepresented minority student preferences, experiences, and recommendations of supportive practices that help students to complete STEM graduate programs. The survey respondents were predominantly from the African American and Hispanic ethnic and racial background. The results of the surveys reveal common themes that support students, such as motivational factors, financial factors, and helping factors. These factors were specified by students’ explanatory answers from open-ended questions, such as a focus on “long-term goals” as motivation. These research results can inform recommendations for supportive practices that can be implemented in STEM graduate programs to assist underrepresented minority graduate students in navigating and completing their graduate degree.
Crumpton-Young, L. L., & Etemadi, S., & Little, G. E., & Carter, T. D. (2016, June), Supportive Practices Used with Underrepresented Minority Graduate Students Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25979
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