ANALYZING KEY THEORETICAL FRAMEWORKS IN STEM INTERVENTION PROGRAMS: LEVERAGING HBCU ETHOS AND EDUCATIONAL PRAXIS TO INCREASE PARTICIPATION

Sharp, Starlette

ANALYZING KEY THEORETICAL FRAMEWORKS IN STEM INTERVENTION PROGRAMS: LEVERAGING HBCU ETHOS AND EDUCATIONAL PRAXIS TO INCREASE PARTICIPATION

Restricted

Author:: Sharp, Starlette
Graduate Program:: Curriculum and Instruction
Degree:: Doctor of Philosophy
Document Type:: Dissertation
Date of Defense:: December 05, 2024
Committee Members:: Scott Mcdonald, Program Head/Chair
Jeanine Staples-Dixon, Major Field Member
Greg Kelly, Chair & Dissertation Advisor
Carla Zembal-Saul, Major Field Member
Richard Kubina, Outside Unit & Field Member
Keywords:: HBCU
Organizational Theory
STEM
Abstract:: This study examines the implementation of a university level program focused on increasing STEM degree attainment among minoritized students. The National Science Foundation has reported on the magnitude of the problem of the lack of equal participation, which also includes profound societal and institutional costs (NSF, 2020). The origins of these inequities lie in systemic racist and classist exclusionary practices. However, the factors perpetuating these issues are rhizomal, decentralized, and non-linear, with numerous systematically entrenched nodes (Bonilla-Silva, 2014). Although higher education institutions are downstream from the origins of these disparities, they play a dual role as both contributors to and potential mitigators of the problem. Special STEM intervention programs have been established to address some of the barriers minoritized students face when pursuing STEM education. This research specifically analyzes the University of Maryland Baltimore County’s (UMBC) Meyerhoff Scholars Program, an intervention model inspired by the ethos, values, and practices of Historically Black Colleges and Universities (HBCUs). The Meyerhoff Program aims to combat underrepresentation in STEM by providing structured support and fostering an inclusive academic environment (Maton, 2000). The study employs a systematic literature review of the Meyerhoff Program focusing on the core and newly identified components. Because of the outstanding outcomes at UMBC they were the ideal institution for Large Rural State University (LRSU) to model their newly developed Elite STEM Success program (ESS). Data collection includes artifacts, institutional reports, and participant insights to contextualize the program's performance. Interpretative research methodology connects theoretical frameworks with real-world application, addressing institutional behaviors and the unintended consequences of intervention programs (Stolle-McAllister, 2011). Key findings reveal gaps between intended and actual outcomes in STEM intervention programs. The analysis identifies institutional problem spaces, such as the pressures of scaling successful programs, competing agendas of internal entities and the unintended effects of publicity-driven agendas. These challenges highlight the difficulty of balancing diversity goals with institutional performance metrics (Harper, 2012). This study synthesizes insights into the broader participation of minorities in STEM, emphasizing the importance of proactive and equitable program design. It highlights the dual role of interventions in fostering inclusion while meeting institutional goals. At the same time, it cautions against pressures that may distort these efforts. The discussion includes study limitations and future research directions to guide sustainable improvements in STEM education and recommendations for other institutions considering implementing STEM intervention programs for diversity.

Tools