{"id":{"repo_id":"creighton","oai_identifier":"oai:cdr.creighton.edu:10504/153987"},"canonical_url":"https://search.dev.ndltd.org/etd/creighton/oai:cdr.creighton.edu:10504/153987","repository":{"repo_id":"creighton","name":"Creighton University","base_url":"https://cdr.creighton.edu/server/oai/request"},"display":{"title":"The Shared Experiences of Positive Teacher-Student Relationships Among Successful Black and Latina Engineers: A Phenomenological Study","abstract":"Student-Centered Learning (SCL) is an instructional approach designed to address the learning needs, interests, and aspirations of students. Positive teacher-student relationships are one of many facets of SCL. Research supports a strong correlation between positive teacher-student relationships and academic success. Career success is one outcome of academic success. This transcendental phenomenological study examined the shared experiences of teacher-student relationships among Black and Latina engineers who achieved career success. Participants included 13 Black and Latina female engineers who attended public K-12 schools in the United States, and have a self-perception of attaining career success. The research question for this study was: What are the shared experiences of positive teacher-student relationships among Black and Latina engineers who have attained career success? Moustakas’ (1994) transcendental framework was utilized to identify themes related to positive teacher-student success. The purpose of this study was to identify the characteristics of positive teacher-student relationships that lead to career success among an underrepresented population of engineers. Demonstration of care between a teacher and student was the shared theme identified among all 13 participants. Three sub-themes, including demonstrating concern, high-quality interaction, and joy of teaching and learning were identified.","abstract_html":"Student-Centered Learning (SCL) is an instructional approach designed to address the learning needs, interests, and aspirations of students. Positive teacher-student relationships are one of many facets of SCL. Research supports a strong correlation between positive teacher-student relationships and academic success. Career success is one outcome of academic success. This transcendental phenomenological study examined the shared experiences of teacher-student relationships among Black and Latina engineers who achieved career success. Participants included 13 Black and Latina female engineers who attended public K-12 schools in the United States, and have a self-perception of attaining career success. The research question for this study was: What are the shared experiences of positive teacher-student relationships among Black and Latina engineers who have attained career success? Moustakas’ (1994) transcendental framework was utilized to identify themes related to positive teacher-student success. The purpose of this study was to identify the characteristics of positive teacher-student relationships that lead to career success among an underrepresented population of engineers. Demonstration of care between a teacher and student was the shared theme identified among all 13 participants. Three sub-themes, including demonstrating concern, high-quality interaction, and joy of teaching and learning were identified.","abstract_has_math":false,"creators":["Switzer, Liv, Marie"],"institution":"Creighton University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Mausbach, Ann"],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023","date_published":"2023","updated_at":"2026-07-24T01:51:08Z","subjects":["Career Success","Educational Equity","Positive Relationships","Student-Centered Learning"],"languages":["en_US"],"rights":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://cdr.creighton.edu/handle/10504/153987","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Mausbach, Ann"]},{"key":"dc:creator","label":"Author","values":["Switzer, Liv, Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-07-31T21:33:31Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-07-31T21:33:31Z"]},{"key":"dc:date.issued","label":"Date","values":["2023"]},{"key":"dc:publisher","label":"Institution","values":["Creighton University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Career Success","Educational Equity","Positive Relationships","Student-Centered Learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://cdr.creighton.edu/handle/10504/153987"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["2023"]},{"key":"dc:description.abstract","label":"Abstract","values":["Student-Centered Learning (SCL) is an instructional approach designed to address the learning needs, interests, and aspirations of students. Positive teacher-student relationships are one of many facets of SCL. Research supports a strong correlation between positive teacher-student relationships and academic success. Career success is one outcome of academic success. This transcendental phenomenological study examined the shared experiences of teacher-student relationships among Black and Latina engineers who achieved career success. Participants included 13 Black and Latina female engineers who attended public K-12 schools in the United States, and have a self-perception of attaining career success. The research question for this study was: What are the shared experiences of positive teacher-student relationships among Black and Latina engineers who have attained career success? Moustakas’ (1994) transcendental framework was utilized to identify themes related to positive teacher-student success. The purpose of this study was to identify the characteristics of positive teacher-student relationships that lead to career success among an underrepresented population of engineers. Demonstration of care between a teacher and student was the shared theme identified among all 13 participants. Three sub-themes, including demonstrating concern, high-quality interaction, and joy of teaching and learning were identified."]},{"key":"dc:title","label":"Title","values":["The Shared Experiences of Positive Teacher-Student Relationships Among Successful Black and Latina Engineers: A Phenomenological Study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Mausbach, Ann"],"dc:creator":["Switzer, Liv, Marie"],"dc:date.accessioned":["2024-07-31T21:33:31Z"],"dc:date.available":["2024-07-31T21:33:31Z"],"dc:date.issued":["2023"],"dc:description":["2023"],"dc:description.abstract":["Student-Centered Learning (SCL) is an instructional approach designed to address the learning needs, interests, and aspirations of students. Positive teacher-student relationships are one of many facets of SCL. Research supports a strong correlation between positive teacher-student relationships and academic success. Career success is one outcome of academic success. This transcendental phenomenological study examined the shared experiences of teacher-student relationships among Black and Latina engineers who achieved career success. Participants included 13 Black and Latina female engineers who attended public K-12 schools in the United States, and have a self-perception of attaining career success. The research question for this study was: What are the shared experiences of positive teacher-student relationships among Black and Latina engineers who have attained career success? Moustakas’ (1994) transcendental framework was utilized to identify themes related to positive teacher-student success. The purpose of this study was to identify the characteristics of positive teacher-student relationships that lead to career success among an underrepresented population of engineers. Demonstration of care between a teacher and student was the shared theme identified among all 13 participants. Three sub-themes, including demonstrating concern, high-quality interaction, and joy of teaching and learning were identified."],"dc:identifier.uri":["https://cdr.creighton.edu/handle/10504/153987"],"dc:language.iso":["en_US"],"dc:publisher":["Creighton University"],"dc:rights":["Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above."],"dc:subject":["Career Success","Educational Equity","Positive Relationships","Student-Centered Learning"],"dc:title":["The Shared Experiences of Positive Teacher-Student Relationships Among Successful Black and Latina Engineers: A Phenomenological Study"],"dc:type":["Thesis"]},"updated_at":"2026-07-24T01:51:08Z"}