The United States is losing its position as an innovative global leader because of a shortage of skilled workers in STEM. This decline is due in part to the US producing a lower number of graduates from STEM related fields. One reason for the shortage is that US students are selecting or graduating with STEM majors at a lower rate than those of competing countries. As a result of these shortages, the US has undertaken several initiatives to increase public awareness of and training in STEM that will ultimately produce STEM degrees.
The purpose of this research was to examine the performance differences that exist between web-based introductory math courses and classroom-based introductory math courses at an HBCU over 3 academic years. The research questions that guided this study were:
1. What differences, if any, exist between an online introductory math class and a classroom-based introductory math class as it relates to grades, race, gender, age, and major?
2. What difference, if any, exists between STEM majors in an online introductory math class and classroom-based introductory math class?
To discover answers to the research questions, I conducted a non-experimental descriptive comparative study utilizing quantitative methods and found that when using independent sample t tests, student performance in the introductory mathematics course significantly differed according to gender, race, and academic major. This demographic difference in academic performance were specifically seen with female students, White students, and students of non-STEM majors as they outperformed their respective counterparts.
The end result is that HBCUs are a relevant solution to the STEM challenge in the United States. The outstanding institutions of higher learning can not only address the global shortage of innovative STEM workers, but can also lead the way for an even more diverse and inclusive workforce and community.
","abstract_html":"<p>The United States is losing its position as an innovative global leader because of a shortage of skilled workers in STEM. This decline is due in part to the US producing a lower number of graduates from STEM related fields. One reason for the shortage is that US students are selecting or graduating with STEM majors at a lower rate than those of competing countries. As a result of these shortages, the US has undertaken several initiatives to increase public awareness of and training in STEM that will ultimately produce STEM degrees. </p> <p>The purpose of this research was to examine the performance differences that exist between web-based introductory math courses and classroom-based introductory math courses at an HBCU over 3 academic years. The research questions that guided this study were: </p> <p>1. What differences, if any, exist between an online introductory math class and a classroom-based introductory math class as it relates to grades, race, gender, age, and major? </p> <p>2. What difference, if any, exists between STEM majors in an online introductory math class and classroom-based introductory math class? </p> <p>To discover answers to the research questions, I conducted a non-experimental descriptive comparative study utilizing quantitative methods and found that when using independent sample t tests, student performance in the introductory mathematics course significantly differed according to gender, race, and academic major. This demographic difference in academic performance were specifically seen with female students, White students, and students of non-STEM majors as they outperformed their respective counterparts. </p> <p>The end result is that HBCUs are a relevant solution to the STEM challenge in the United States. The outstanding institutions of higher learning can not only address the global shortage of innovative STEM workers, but can also lead the way for an even more diverse and inclusive workforce and community. </p>","abstract_has_math":false,"creators":["Dixie, Wendy"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:00Z","subjects":["African American Women","HBCU","Historically Black College and University","Introductory Mathematics","People of Color","STEM","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Race and Ethnicity","Science and Mathematics Education"],"languages":[],"rights":["Copyright 2021 Wendy Dixie"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/706","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Dixie, Wendy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American Women","HBCU","Historically Black College and University","Introductory Mathematics","People of Color","STEM","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Race and Ethnicity","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Wendy Dixie"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/706"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The United States is losing its position as an innovative global leader because of a shortage of skilled workers in STEM. This decline is due in part to the US producing a lower number of graduates from STEM related fields. One reason for the shortage is that US students are selecting or graduating with STEM majors at a lower rate than those of competing countries. As a result of these shortages, the US has undertaken several initiatives to increase public awareness of and training in STEM that will ultimately produce STEM degrees.
The purpose of this research was to examine the performance differences that exist between web-based introductory math courses and classroom-based introductory math courses at an HBCU over 3 academic years. The research questions that guided this study were:
1. What differences, if any, exist between an online introductory math class and a classroom-based introductory math class as it relates to grades, race, gender, age, and major?
2. What difference, if any, exists between STEM majors in an online introductory math class and classroom-based introductory math class?
To discover answers to the research questions, I conducted a non-experimental descriptive comparative study utilizing quantitative methods and found that when using independent sample t tests, student performance in the introductory mathematics course significantly differed according to gender, race, and academic major. This demographic difference in academic performance were specifically seen with female students, White students, and students of non-STEM majors as they outperformed their respective counterparts.
The end result is that HBCUs are a relevant solution to the STEM challenge in the United States. The outstanding institutions of higher learning can not only address the global shortage of innovative STEM workers, but can also lead the way for an even more diverse and inclusive workforce and community.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Introductory Mathematics and STEM Persistence: Examining the Differences between Online and In-Person Performance at a HBCU"]}]}],"canonical_facts":{"dc:creator":["Dixie, Wendy"],"dc:description.abstract":["The United States is losing its position as an innovative global leader because of a shortage of skilled workers in STEM. This decline is due in part to the US producing a lower number of graduates from STEM related fields. One reason for the shortage is that US students are selecting or graduating with STEM majors at a lower rate than those of competing countries. As a result of these shortages, the US has undertaken several initiatives to increase public awareness of and training in STEM that will ultimately produce STEM degrees.
The purpose of this research was to examine the performance differences that exist between web-based introductory math courses and classroom-based introductory math courses at an HBCU over 3 academic years. The research questions that guided this study were:
1. What differences, if any, exist between an online introductory math class and a classroom-based introductory math class as it relates to grades, race, gender, age, and major?
2. What difference, if any, exists between STEM majors in an online introductory math class and classroom-based introductory math class?
To discover answers to the research questions, I conducted a non-experimental descriptive comparative study utilizing quantitative methods and found that when using independent sample t tests, student performance in the introductory mathematics course significantly differed according to gender, race, and academic major. This demographic difference in academic performance were specifically seen with female students, White students, and students of non-STEM majors as they outperformed their respective counterparts.
The end result is that HBCUs are a relevant solution to the STEM challenge in the United States. The outstanding institutions of higher learning can not only address the global shortage of innovative STEM workers, but can also lead the way for an even more diverse and inclusive workforce and community.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/706"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2021 Wendy Dixie"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["African American Women","HBCU","Historically Black College and University","Introductory Mathematics","People of Color","STEM","Disability and Equity in Education","Educational Assessment, Evaluation, and Research","Race and Ethnicity","Science and Mathematics Education"],"dc:title":["Introductory Mathematics and STEM Persistence: Examining the Differences between Online and In-Person Performance at a HBCU"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:16:00Z"}