| Description |
This research explored minority populations and their engagement in educational programming beyond the core curriculum of academic subjects. Research questions addressed how minority student populations find engagement in educational programming, what strengths and limitations minority students experience in educational programming, and if there is a need for adjustment in school programming and how can programming be adjusted to account for cultural differences. This study utilized a five point collective: the self, family, friends, school, and society. This "motivational collective" was used as a guide to address student involvement in educational programs. A secondary analysis of previous literature assisted in understanding historical root causes of the issue as well as reviewing prior research regarding similar topics. Semi-structured interviews were utilized to better understand this social issue at the school. It was found that the students at the Academy for Math, Engineering, and Science are very engaged at school, at home, and with friends. Some perceived barriers of students were family responsibilities, transportation, and the need to work outside of school. This study shows how social relations, cultural meaning, and individual identities are created, and how each is factor in creating a positive or negative influence on the student's life. |
