Browsing by Author "Greer, Tomika W."
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Item A Generations-Focused Examination of Individual Differences and Women in STEM Fields(2022-08) Jeff-Eke, Evonzia; Spitzmueller, Christiane; Hoff, Kevin A.; Steinberg, Lynne; Greer, Tomika W.The urgent need for graduates and workers in STEM programs and workforce, respectively, highlights the importance of further improvements in women’s participation and representation in STEM education. In addition, the increase in women participation in the United States STEM education over the past four decades has been documented in the literature on STEM education and occupation. However, missing from the literature are studies that have examined mediators and moderators of the relationship between generational membership and completion of STEM degrees by women. The current study aimed to satisfy the following goals: (1) to determine whether vocational interests can potentially affect completion of a STEM degree by a woman based on generational membership (X vs. Y), and (2) to examine the moderating role of personality on the relationship between generational membership (X vs. Y) and completion of STEM degrees by women. First, using Holland’s model of vocational choice (1966, 1973), the study examined the role of vocational interest on the relationship between generational membership and completion of STEM degrees. For this endeavor, all STEM fields relevant to the study were classified under the investigative interest category of Holland’s model of vocational choice (1966, 1973). Second, four of the five personality traits of the Big Five Factor model (extraversion, conscientiousness, neuroticism, and agreeableness) were examined as moderators of the relationship between generational membership and completion of STEM degrees. The current study utilized archival data from Birkman and employed The Birkman Method in all analyses. Using Hayes’ (2018) PROCESS macros, I performed regression analyses on all proposed models. Support was neither found for a role of vocational interest as a mediator nor personality traits as moderators of the relationship between a woman’s generational membership and their odds of completing a STEM degree.Item EXPLORING THE RELATIONSHIP BETWEEN GENDER DISCRIMINATION AND CAREER ATTITUDES IN THE GLOBAL SCIENCE COMMUNITY(2022-05-02) Martir, Allison B.; Spitzmueller, Christiane; Greer, Tomika W.; Kieffer, Suzanne C.; Reyes, Denise L.Gender discrimination in the workplace is a prevalent issue due to its incidence and detrimental outcomes to both organizations and individuals. Gender discrimination is particularly relevant in STEM fields that have struggled to increase female representation. While past research has examined the relationship between gender discrimination and negative job attitudes, the potential impact for gender discrimination on career attitudes remains unexplored. Building on previous literature and using affective events theory (AET), stressor strain theory, and relative deprivation theory (RDT) I propose that direct or indirect exposure to gender discrimination in the workplace produces negative job attitudes which lead to a decrease in career optimism. I also suggest that gender will moderate the relationship between observing or experiencing gender discrimination and career optimism. Results support a relationship between experiencing and observing gender discrimination with career optimism. Gender was not found to moderate this relationship. Methodological limitations are discussed as well as applications to future research.Item MENTORING AS AN INSTRUCTIONAL APPROACH IN A GRADUATE ORGANIZATION DEVELOPMENT COURSE(2013-08) Pandit, Mayura; Waight, Consuelo L.; Hutchins, Holly; Greer, Tomika W.This research study explored mentoring experiences of mentee as well as mentor within an introductory graduate organization development course. The study was guided by three research questions. This qualitative research study followed a phenomenological research design, which aligned with two data collection methods, that is document review of mentee’s assignments and interviews with mentors. The data was analyzed using Giorgi’s analysis (1985) a 4-step analysis technique. The findings of the study underscored the reciprocal nature of mentoring relationship and acknowledged benefits for mentor and mentee. The recommendations made by this study could contribute to academic mentoring research and possibly influence the use of mentoring as an instructional approach in the HRD programs. In addition, this research could provide knowledge on how to create learning experiences that integrate academia, business, and industry. The research study was not without limitations and further research on mentoring in different education fields is recommended.Item Problem-Based Teaching: An Exploratory Analysis of Discourse Methods of Peer Facilitators in a Summer Engineering Bridge Program(2024-06-21) Sims, Eric; Horton, David; Steele, Jaiah; Jarvis, Jeanette; Greer, Tomika W.; Stokes, Donna W.; Henderson, Jerrod A.As engineering educators attempt to develop solutions to increase student retention and graduation rates and decrease student departures from their majors during the first two years of study, findings from a summer bridge program at a large minority-serving institution (MSI) show promise for practices that could potentially help to mitigate these issues. Summer bridge strategies have been shown to be effective in assisting in college students’ transition from first to sophomore year. This study comprises a case study of a chemical engineering summer bridge program in which undergraduate peer facilitators introduced sophomore-level chemical engineering material and energy balance course material to their peers. The goal of this study was to understand the types of discourse methods used during problem-solving sessions by peer facilitators and how students’ learning experiences were impacted. Data for this study were collected via video observations and a post-program open-ended survey. Authors found that peer facilitators created an environment where students felt encouraged and supported and could relate to facilitators and course materials in new ways. This work further illustrates promising practices of using peer facilitators that need further attention, along with the potential for how engagement and learning could be enhanced by the more formal preparation of peer facilitators.Item The Futures of Financing African Small Businesses(2021-05) MacArthur, Deborah Bartlett; Hines, Andy; Greer, Tomika W.; Roux, AndréAfrica’s small businesses are a driving force for growth, inclusivity and innovation across Africa. However, they lack access to financing which is called the credit-getting gap. This thesis identifies plausible futures for financing African small businesses to close this credit-getting gap to strengthen both economic and job growth across Africa. This thesis maps the weight of Africa’s history and narratives that act as barriers to access credit. It then continues to the push of Africa’s present players and digital innovations into the future; then shares the pull of a vision where Africa achieves its future as a world economic power. The research method is the University of Houston’s Framework Foresight method. The timeframe is 10 years, 2021-2030. The approach maps four future scenarios that should be considered by actors such as Bank of Africa who influences the futures of financing as both a strong legacy and most likely actor to write the future economic history of Africa. The key recommendations are presented in three options: 1. Study and See the futures to reduce the risk by observing rather than acting; 2. Sell and Leave the African financing markets because the disintermediation is imminent; or 3. Diplomatically Broker the Future of financing across Africa by bringing together the stakeholders to collaborate on stronger, future methods for financing African small businesses.