{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124571"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124571","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring the journey of seven Black women: How supplemental STEM learning impacts pursuing STEM majors at a predominantly White institution","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","abstract_has_math":false,"creators":["Gulley, Adrienne Monique"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Zamani-Gallaher, Eboni","Span, Christopher","Hood, Denice","Dyson, Anne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:02Z","subjects":["Stem","Black Women","Supplemental Learning","Girlhood","Schlossberg's Transition Theory","Critical Race Feminism","Stem Students","Stem Identity","Intersectionality"],"languages":["en","eng"],"rights":["Copyright 2024 Adrienne Gulley"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124571","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zamani-Gallaher, Eboni","Span, Christopher","Hood, Denice","Dyson, Anne"]},{"key":"dc:creator","label":"Author","values":["Gulley, Adrienne Monique"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-24"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Stem","Black Women","Supplemental Learning","Girlhood","Schlossberg's Transition Theory","Critical Race Feminism","Stem Students","Stem Identity","Intersectionality"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Adrienne Gulley"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124571"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Adrienne Gulley, accepted the attached license on 2024-04-24 at 10:52.","The student, Adrienne Gulley, submitted this Dissertation for approval on 2024-04-24 at 11:13.","This Dissertation was approved for publication on 2024-04-24 at 17:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20604 on 2024-09-16 at 00:44:28","Black women are universally underrepresented in science, technology, engineering, and mathematics (STEM). In order to investigate the disproportionate representation, the lived experiences of Black women who pursue STEM majors is important to explore. The purpose of this study was to examine the perspectives of Black women STEM undergraduates on the nature and role of supplemental learning spaces (a) during their girlhoods and (b) in their decision to enter a STEM field, in addition of the influence(s) of pre-college experiences on their aspirations to pursue collegiate studies. Increasing opportunities for the exploration of science, technology, engineering, and mathematics has become a priority for higher education institutions as they try to meet the demands of the workforce, keep a competitive edge in recruiting the most diverse student bodies, and prepare students for active engagement in a democratic society (Gurin, et. al, 2002). Before students identify their desire to pursue STEM in their collegiate journeys, their participation in learning spaces and environments extracurricular to their time in structured classrooms may be the roles that led them to their college major pursuits. Though supplemental learning spaces could be a factor in Black collegiate women pursuing such majors, the roles people in their lives and their environments may also influence their decisions to choose these majors. While existing research explores supplemental spaces individually, this study explores the roles supplemental spaces and additional influences have on motivating Black women in STEM majors."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring the journey of seven Black women: How supplemental STEM learning impacts pursuing STEM majors at a predominantly White institution"]}]}],"canonical_facts":{"dc:contributor":["Zamani-Gallaher, Eboni","Span, Christopher","Hood, Denice","Dyson, Anne"],"dc:creator":["Gulley, Adrienne Monique"],"dc:date":["2024-05","2024-04-24"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2026-05-01","The student, Adrienne Gulley, accepted the attached license on 2024-04-24 at 10:52.","The student, Adrienne Gulley, submitted this Dissertation for approval on 2024-04-24 at 11:13.","This Dissertation was approved for publication on 2024-04-24 at 17:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20604 on 2024-09-16 at 00:44:28","Black women are universally underrepresented in science, technology, engineering, and mathematics (STEM). In order to investigate the disproportionate representation, the lived experiences of Black women who pursue STEM majors is important to explore. The purpose of this study was to examine the perspectives of Black women STEM undergraduates on the nature and role of supplemental learning spaces (a) during their girlhoods and (b) in their decision to enter a STEM field, in addition of the influence(s) of pre-college experiences on their aspirations to pursue collegiate studies. Increasing opportunities for the exploration of science, technology, engineering, and mathematics has become a priority for higher education institutions as they try to meet the demands of the workforce, keep a competitive edge in recruiting the most diverse student bodies, and prepare students for active engagement in a democratic society (Gurin, et. al, 2002). Before students identify their desire to pursue STEM in their collegiate journeys, their participation in learning spaces and environments extracurricular to their time in structured classrooms may be the roles that led them to their college major pursuits. Though supplemental learning spaces could be a factor in Black collegiate women pursuing such majors, the roles people in their lives and their environments may also influence their decisions to choose these majors. While existing research explores supplemental spaces individually, this study explores the roles supplemental spaces and additional influences have on motivating Black women in STEM majors."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124571"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Adrienne Gulley"],"dc:subject":["Stem","Black Women","Supplemental Learning","Girlhood","Schlossberg's Transition Theory","Critical Race Feminism","Stem Students","Stem Identity","Intersectionality"],"dc:title":["Exploring the journey of seven Black women: How supplemental STEM learning impacts pursuing STEM majors at a predominantly White institution"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:02Z"}