Tools

LEADER 03678cam a2200577 i 4500

001 on1523697605;

003 OCoLC;

005 20260528040916.0;

006 m o d ;

007 cr unu||||||||;

008 250616s2025 ncua obm 000 0 eng d;

035 a| (Sirsi) o1523697605;

035 a| (OCoLC)1523697605;

043 a| n-usu--;

049 a| EREE;

090 a| LC3727;

100 1 a| Veale, Carolyn P.,e| author.?| UNAUTHORIZED;

245 10 a| From imposter to innovator :b| how underrepresented minority STEM undergraduate researchers forge their science identity in a historically white space /c| by Carolyn P. Veale.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2025.;

300 a| 1 online resource (276 pages) :b| illustrations (some color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| application/pdfc| 2.99 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2025.;

500 a| Presented to the Faculty of the Department of Educational Leadership.;

500 a| Advisor: David Siegel;

500 a| Title from PDF t.p. (viewed May 6, 2026).;

520 3 a| Despite considerable progress and extensive initiatives aimed at reducing disparities, significant gaps persist in the educational attainment of underrepresented minority (URM) students compared to their White and Asian counterparts. Research has demonstrated that undergraduate research participation, coupled with mentoring, enhances persistence in science, technology, engineering, and mathematics (STEM) fields and facilitates entry into graduate and doctoral programs. This study investigates the lived experiences of URM STEM students engaged in research at a historically White institution in the southern United States with a strong emphasis on STEM disciplines. Through narrative analysis, this research identifies recurring themes that illuminate students' experiences and highlight areas where additional support is needed. Furthermore, interventions designed to enhance undergraduate research engagement, strengthen science self-efficacy, and improve graduate school matriculation rates among URM STEM students were developed, implemented, and evaluated for effectiveness.;

504 a| Includes bibliographical references.;

650 0 a| Minority college studentsx| Researchz| Southern States.=| ^A489962;

650 0 a| Undergraduatesx| Researchz| Southern States.=| ^A914104;

650 0 a| Sciencex| Study and teachingz| Southern States.=| ^A21451;

650 0 a| Technical educationz| Southern States.=| ^A43722;

650 0 a| Engineeringx| Study and teachingz| Southern States.=| ^A234043;

650 0 a| Mathematicsx| Study and teachingz| Southern States.=| ^A22173;

650 0 a| Academic achievement.=| ^A8828;

653 a| Underrepresented minority;

653 a| STEM;

653 a| Science identity;

700 1 a| Siegel, David J.,d| 1966-e| degree supervisor.1| https://id.oclc.org/worldcat/entity/E39PCjChYMtFHCFqmqckXDhcxC=| ^A755705;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/14007;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 6584048;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584048-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/16/2025x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 6584048-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/16/2025x| ETDz| HERESOURCE;

From imposter to innovator : how underrepresented minority STEM undergraduate researchers forge their science identity in a historically white space / by Carolyn P. Veale.

Author/creator	Veale, Carolyn P. author.
Other author	Siegel, David J., 1966- degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2025.
Description	1 online resource (276 pages) : illustrations (some color)
Supplemental Content	Access via ScholarShip
Subjects	Minority college students--Research. --Southern States. Undergraduates--Research. --Southern States. Science--Study and teaching. --Southern States. Technical education--Southern States. Engineering--Study and teaching. --Southern States. Mathematics--Study and teaching. --Southern States. Academic achievement.

Summary	Despite considerable progress and extensive initiatives aimed at reducing disparities, significant gaps persist in the educational attainment of underrepresented minority (URM) students compared to their White and Asian counterparts. Research has demonstrated that undergraduate research participation, coupled with mentoring, enhances persistence in science, technology, engineering, and mathematics (STEM) fields and facilitates entry into graduate and doctoral programs. This study investigates the lived experiences of URM STEM students engaged in research at a historically White institution in the southern United States with a strong emphasis on STEM disciplines. Through narrative analysis, this research identifies recurring themes that illuminate students' experiences and highlight areas where additional support is needed. Furthermore, interventions designed to enhance undergraduate research engagement, strengthen science self-efficacy, and improve graduate school matriculation rates among URM STEM students were developed, implemented, and evaluated for effectiveness.
General note	Presented to the Faculty of the Department of Educational Leadership.
General note	Advisor: David Siegel
General note	Title from PDF t.p. (viewed May 6, 2026).
Dissertation note	Ed.D. East Carolina University 2025.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

From imposter to innovator : how underrepresented minority STEM undergraduate researchers forge their science identity in a historically white space / by Carolyn P. Veale.

Click here for more information about this title

Availability