2026-09-22T11:23:37Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/116018 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Baber, Lorenzo Trent, William T Hood, Denice Zamani-Gallaher, Eboni 2022-08 application/pdf en text Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2024-08-01 The student, Amari Simpson, accepted the attached license on 2022-07-08 at 15:38. The student, Amari Simpson, submitted this Dissertation for approval on 2022-07-08 at 15:39. This Dissertation was approved for publication on 2022-07-12 at 14:57. DSpace SAF Submission Ingestion Package generated from Vireo submission #17509 on 2022-11-15 at 19:16:07 “Uncover[ing] the precious potential in every child”: The effects of a STEM pre-college program on former participants’ academic and career trajectories Simpson, Amari Tevell 2022-07-12 STEM STEM pre-college program IPA PVEST qualitative research Little is known about how former participants of STEM pre-college programs make sense of their program experiences. These pre-collegiate experiences influence former participants’ academic, career, and life trajectories even if participants did not continue on STEM-related studies or careers. We investigated the experiences of former participants of STEM pre-college programs to understand the long-term effects of these programs using a qualitative research design, interpretative phenomenological analysis (IPA), and phenomenological variant of ecological systems theoretical approach (PVEST). Single-person, semi-structured interviews with former participants of STEM pre-college programs provided insight and perspectives about their experiences. Former participants expressed that their STEM pre-college program provided them the space to overcome self-limitations, be seen, value community, and exposure to STEM resources as foundational to their STEM academic and life outcomes. When designing and implementing STEM pre-college programs tailored to engaging racially underrepresented K-12 students, these findings provide STEM PCP stakeholders a novel approach to uncover information on programming effects long-term. Thesis eng https://hdl.handle.net/2142/116018 Copyright 2022 Amari Tevell Simpson Ph.D. Dissertation Educ Policy, Orgzn & Leadrshp University of Illinois at Urbana-Champaign Educ Policy, Orgzn & Leadrshp