Date Approved

2-15-2017

Embargo Period

2-16-2017

Document Type

Dissertation

Degree Name

EdD Educational Leadership

Department

Educational Services and Leadership

College

College of Education

First Advisor

Murphy, Maureen

Second Advisor

Kerrigan, Monica

Third Advisor

Fellner, Gene

Subject(s)

Hispanic American high school students; Dual enrollment; Engineering--Study and teaching; Science--Study and teaching

Disciplines

Science and Mathematics Education

Abstract

The United States has been struggling to maintain its authority in a technological world. Every year thousands of skilled STEM workers come to the United States to take jobs that are not filled by our college graduates. In order to uplift STEM education in the United States intermediation is required from the early years and also to encourage participation of Hispanic students in STEM majors and careers.

Over the years the high school graduation rate for Hispanic youth has increased, and their enrollment in institutions of higher education have also increased, however, their participation in STEM majors has not yet seen the same increase. Besides advanced placement (AP) credits, dual enrollment credits have become a very important part of high school curriculum. Federal government and various other organizations have been funding STEM dual enrollment programs throughout the country to promote participation of Hispanic and other minority high school students in STEM majors and careers. Although several grants are working on promoting and encouraging STEM Dual enrollment among Hispanic students, only a very small percentage of Hispanic students successfully take advantage of these opportunities. This dissertation focuses on studying factors that support the success of Hispanic high school students from inner city school districts in STEM Dual Enrollment.

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