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Supportive Practices Used with Underrepresented Minority Graduate Students

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Issues in Academic Integrity and the Value of Portfolios, Case Studies, and Supportive Programs

Tagged Division

Graduate Studies

Tagged Topic

Diversity

Page Count

11

DOI

10.18260/p.25979

Permanent URL

https://peer.asee.org/25979

Download Count

336

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Paper Authors

biography

Lesia L. Crumpton-Young Tennessee State University

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Dr. Crumpton-Young serves as Chief Research Officer, Associate Vice President, and Professor of Mechanical Engineering at Tennessee State University.

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Shabnam Etemadi Tennessee State University Orcid 16x16 orcid.org/0000-0002-0617-7750

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Shabnam Etemadi is a Ph.D. student in Counseling Psychology at Tennessee State University with research interests in the educational and mental health development of marginalized populations, such as immigrants and refugees. She is currently working on National Science Foundation (NSF) funded research regarding best practice models of STEM graduate programs for underrepresented minority student success under Dr. Lesia Crumpton-Young who is Associate Vice President and Professor of Mechanical Engineering and Director of Center for Advancing Faculty Excellence (CAFÉ).

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Germysha Emily Little Tennessee State University

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My name is Germysha Little. I am a junior, Biology major from Belleville, Illinois. I currently attend Tennessee State University.

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T'Shana DeShai Carter

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T'Shana Carter is a undergraduate student at Tennessee State University, majoring in Chemistry with a concentration in Forensics. T'Shana is currently working on research that summarizes the best practices for mentoring, a National Science Foundation (NSF) funded research. She works with the Center for Advancing Faculty Excellence (CAFE) at Tennessee State University under Dr. Lesia Crumpton-Young, Associate Vice President and Professor of Mechanical Engineering, Director of CAFE.

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Abstract

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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