{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/90772"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/90772","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The success of African American STEM majors at HBCUs","abstract":"According to the Obama Administration, we need a workforce that is going to be STEM ready because this is the only way that the U.S. will be able to compete on a global level with other nations. However, in order for students to be successful in a major in STEM, they need a supportive environment, smaller class sizes, faculty encouragement and support, tutoring services, peer support and accessibility of office hours (Perna, 2009). Students that attend HBCUs reported that professors at HBCUs go out their way to work directly with STEM students in and outside the classroom (Fries-Bitt, Younger & Hall, 2010). However, African Americans that attend HBCUs graduate in STEM majors at a higher rate than their counterparts at PWIs and are more likely to pursue graduate study.","abstract_html":"According to the Obama Administration, we need a workforce that is going to be STEM ready because this is the only way that the U.S. will be able to compete on a global level with other nations. However, in order for students to be successful in a major in STEM, they need a supportive environment, smaller class sizes, faculty encouragement and support, tutoring services, peer support and accessibility of office hours (Perna, 2009). Students that attend HBCUs reported that professors at HBCUs go out their way to work directly with STEM students in and outside the classroom (Fries-Bitt, Younger & Hall, 2010). However, African Americans that attend HBCUs graduate in STEM majors at a higher rate than their counterparts at PWIs and are more likely to pursue graduate study.","abstract_has_math":false,"creators":["Forbes, Danielle Colleen"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Policy Studies","degree_department":null,"school":null,"contributors":["Hood, Denice W.","Trent, William","Pak, Yoon","Welton, Anjalé"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-07T20:27:31Z","date_published":"2016-07-07T20:27:31Z","updated_at":"2026-07-22T22:26:34Z","subjects":["qualitative","Science, technology, engineering and mathematics (STEM)","success","African American"],"languages":["en"],"rights":["Copyright 2016 Danielle Forbes"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/90772","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hood, Denice W.","Trent, William","Pak, Yoon","Welton, Anjalé"]},{"key":"dc:creator","label":"Author","values":["Forbes, Danielle Colleen"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-07-07T20:27:31Z","2018-07-08T09:15:33Z","2016-04-21","2016-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Policy Studies"]},{"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":["qualitative","Science, technology, engineering and mathematics (STEM)","success","African American"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Danielle Forbes"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/90772"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["According to the Obama Administration, we need a workforce that is going to be STEM ready because this is the only way that the U.S. will be able to compete on a global level with other nations. 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However, in order for students to be successful in a major in STEM, they need a supportive environment, smaller class sizes, faculty encouragement and support, tutoring services, peer support and accessibility of office hours (Perna, 2009). Students that attend HBCUs reported that professors at HBCUs go out their way to work directly with STEM students in and outside the classroom (Fries-Bitt, Younger & Hall, 2010). 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