DOI
https://doi.org/10.25772/4H85-1215
Author ORCID Identifier
0000-0002-3504-4498
Defense Date
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Philip Gnilka
Second Advisor
Dr. Donna Dockery
Third Advisor
Dr. LaRon Scott
Fourth Advisor
Dr. Patrice Bounds
Abstract
This study investigated the impact of a culturally responsive intervention on perceived career barriers, ethnic identity, student motivation and engagement, and career decision making self-efficacy of middle school minority females. The author analyzed data from the Female Leadership Academy for Minority Excellence (FLAME) program at a local rural middle school. Data was collected from 34 Black female middle school students who participated in the program. The study was a repeated measures quasi-experimental, quantitative single group pre-test, mid-test, and post-test design. According to results from a series of repeated measures ANOVAs, significant differences were found between pre-group, mid-group, and post-group scores. Upon further analysis, significant differences were found between specific subscales of the student motivation and engagement survey. Specifically, differences were found between pre-group and mid-group and pre-group and post-group scores on the Performance Approach Orientation (ME_PerfApproach) subscale. Differences were also found between pre-group and post-group scores on the self-efficacy subscale (ME_SelfE) as well as between pre-group and mid-group and between mid-group and post-group scores for the Engagement Behavioral subscale (ME_Bx). Regarding the last research question, significant differences were found between pre-group and post-group and mid-group and post-group scores when examining perceived career barriers. The results from the Career Decision Making Self-Efficacy and the Ethnic Identity scale did not yield significant results. These results provide initial support in suggesting that culturally responsive career development programs do impact career development of minority middle school females especially in the areas of student motivation and engagement and perceived career barriers.
Rights
© The Author
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
5-7-2019