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    An Examination Of The Identity Development Of African American Undergraduate Engineering Students

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    Taylor_morgan_0755D_10201.pdf (1.101Mb)
    Permanent Link
    http://hdl.handle.net/11603/10586
    Collections
    • MSU Student Collection
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    Author/Creator
    Taylor, Kenneth Jerard
    Date
    2011
    Type of Work
    Text
    dissertations
    Department
    Higher Education Program
    Program
    Doctor of Philosophy
    Rights
    This item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
    Subjects
    African Americans
    Universities and colleges--Administration
    Educational psychology
    Engineering
    Education
    Abstract
    This study examined the identity development for a sample of 90 African American undergraduate engineering male and female students attending an HBCU. Using the Student Development Task and Lifestyle Assessment (SDTLA), which is based on Chickering and Reisser's identity development theory, differences in identity development were examined with respect to gender, academic classification, and grade point average. Previous research has shown the need to look beyond academic factors to understand and influence the persistence of African American engineering students. Non-cognitive factors, including identity development have proven to be influential in predicting persistence, especially for African American engineering students. Results from the analysis revealed significant means for academic classification and five of the dependent variables to include career planning peer relations, emotional autonomy, educational involvement, and establishing and clarifying purpose. Post hoc analysis confirmed significant differences for four of those dependent variables. However, the analysis failed to confirm statistical significant differences in peer relations due to academic classification. The significant decline in the mean scores for development in these four areas, as students progressed from sophomore to senior year revealed strong implications for the need to provide programming and guidance for those students. Institutions of higher education should provide more attention to the non-cognitive areas of development as a means of understanding identity development and working toward creating support systems for students.


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    Growing the Future, Leading the World!


    If you wish to submit a copyright complaint or withdrawal request, please email mdsoar-help@umd.edu.