This qualitative case study used interviews and focus groups with 24 Black college students from... more This qualitative case study used interviews and focus groups with 24 Black college students from a predominantly White institution in the Southwest who studied abroad in China to examine how capital and community wealth influenced their decision to participate and their study abroad experiences. Participants discussed the role of the faculty member who led the program, their family members, their peers, and the Black community.
Latino males are the lowest male ethnic subgroup to attain a four-year STEM college degree. This ... more Latino males are the lowest male ethnic subgroup to attain a four-year STEM college degree. This phenomenological qualitative research study used two rounds of interviews with twelve Latino male students in Central Texas to examine their first semester science experiences using a science identity framework. Findings indicate that developing a dynamic and robust creative identity and finding a science-based learning community can play important roles in a successful first semester in STEM courses.
This qualitative case study used interviews and focus groups with 24 Black college students from... more This qualitative case study used interviews and focus groups with 24 Black college students from a predominantly White institution in the Southwest who studied abroad in China to examine how capital and community wealth influenced their decision to participate and their study abroad experiences. Participants discussed the role of the faculty member who led the program, their family members, their peers, and the Black community.
Latino males are the lowest male ethnic subgroup to attain a four-year STEM college degree. This ... more Latino males are the lowest male ethnic subgroup to attain a four-year STEM college degree. This phenomenological qualitative research study used two rounds of interviews with twelve Latino male students in Central Texas to examine their first semester science experiences using a science identity framework. Findings indicate that developing a dynamic and robust creative identity and finding a science-based learning community can play important roles in a successful first semester in STEM courses.
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