Date of Award
5-2024
Document Type
Dissertation
Degree Name
Doctor of Engineering (DEng)
Department
Engineering and Science Education
Committee Chair/Advisor
Dr. Eliza Gallagher
Committee Member
Dr. Lisa Benson
Committee Member
Dr. Oliver Myers
Committee Member
Dr. Matthew Voigt
Abstract
Although African Americans and other minoritized groups have gradually increased in the number of students graduating with a Science, Technology, Engineering, and Mathematics (STEM) degree over the years, these groups remain underrepresented in STEM. Among the many factors contributing to the lack of representation is “college readiness,” which includes academic preparation and awareness of the necessary steps needed for college admission and career preparation [5]. South Carolina policy only considers academic preparation in their assessment of college readiness. To measure academic preparation of any student, the state relies on standardized test scores and advanced course taking without regard to subject. However, for STEM-intending students, advanced STEM coursework in high school is critical for college readiness [48]. Often times, the student relies on school counselors to provide course recommendations and career preparation advice [48]. In many cases, school counselors also serve as gatekeepers, either granting or refusing access to advanced STEM courses prior to college [1]. The initial research plan was designed after analysis of data from the Civil Rights Data Collection and the South Carolina Department of Education. Analysis of patterns in enrollment of Advance Placement (AP) STEM courses in South Carolina supported a comparative case study to better understand the role that school counselors play, given the variation in percentages of African American student enrolled in AP STEM courses. The comparative case bounds are from high schools with the lowest percentages of African Americans in AP STEM courses (Case L) and the highest percentages of African Americans in AP STEM courses (Case H). School counselors’ overwhelming amount of tasks and duties led to counselors in both cases prioritizing high school STEM coursework preparation in their communication. However, counselors from high schools with the lowest percentages of African Americans in AP STEM courses prioritized career preparation information while counselors from high schools with the highest percentages of African Americans in AP STEM courses prioritized college preparation as relevant information. Counselors from high schools with the lowest percentages of African Americans in AP STEM courses cautiously shared information about colleges and universities with their African American students while counselors from high schools with the highest percentages of African Americans in AP STEM courses explicitly prioritized sharing college and university information with students, particularly information about historically black colleges and universities (HBCUs).
Recommended Citation
Austin, Wysheka, "“How are High School Counselors Prioritizing the Information Relevant to STEM Career Preparation in Their Communication with STEM-Interested African American students?”" (2024). All Dissertations. 3558.
https://tigerprints.clemson.edu/all_dissertations/3558