Qualitative Research Protocol

Qualitative Research Protocol

Monica R. Woods

University Of Phoenix

Running head: QUALITATIVE RESEARCH PROTOCOL

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QUALITATIVE RESEARCH PROTOCOL

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Qualitative Research Protocol

Introduction

The highest paying jobs in the United States field of science and technology are held by white males by great numbers over that of African American who occupy 3% of positions in science, technology, engineering, and mathematical fields (Moore, 2006). Science, technology, engineering, and math (STEM) fields are becoming a concern to the United States government, industry, and educational leaders as it relates to filling jobs with qualified individuals (Christin Landivar, 2013). STEM jobs are described as those requiring innovation, discovery, and knowledge intensity (U.S. Census, 2007). Examining methods to reduce the disparities of African Americans in STEM fields is a way of increasing the STEM workforce and lowering the unemployment rate in the African-American community. This study examines barriers, challenges, and factors that attribute to low numbers of African Americans entering fields related to science, technology, engineering, and math in the U.S.

Background

Science, technology, engineering, and mathematics have proven to be a vehicle to success and wealth in the United States since the 20th century (U.S. Department of Education, 2014). STEM workers are crucial to the innovation and competitive nature of the American economy and the global marketplace in which we live (U.S. Census, 2007). Through the brilliance and work ethics of its scientists, innovators, and engineers, the U.S. is considered a worldwide leader in STEM fields (U.S. Department od Commerce, 2011). Recent statistics show that students performance and excitement about STEM education are inadequate (USDE, 2014). Despite past efforts of the government and agencies such as the National Scientific Foundation (NSF) to improve the instruction and curriculum in math and science, the high level of underachievement of African-American students in STEM education continues to be a challenge in comparison to their white counterparts (Pringle, Brkich, & Adams, 2012). African-American students in precollege grades, continue to perform below the proficient level on formative assessments in reading, science, technology, engineering, and math (United States Department of Education, 2014). African Americans only made up 5% of all engineering bachelor's degrees achieved and entering the field of engineering as of 2010 (Loftus, 2008; Smith, 2014). According to Smith (2014), African-American students in grade 4 scored 16.25 percentage points lower than the proficiency level in Reading and 25 percentage points lower for Math. Also, "8th-grade African-American students scored on average, 20 percent lower proficiency level for Reading and 16.5 percentage points lower than proficiency in Math" (Smith, 2014) (p. 2). According to Russell (2005) and later, Smith (2014), African-American students score even lower in science than their counterparts and avoid advanced science and math courses.

Literature on the topic of student performance in STEM programs exists on a broad scale. The literature seems to decrease when the focus is narrowed to African-American students barriers, challenges, and influences to choose to study or enter STEM careers. The most germane finding on the problem were discussed in Christin Landivar (2013), Farinde and Lewis (2012), Hossain & Robinson (2012), Lamb, Arceneaux, Cox0Moses, Sweat, & Owens (2013), Russell (2005), and U.S. Department of Education (2015). The most widely referenced and cited source of literature on the problem comes from a study conducted by Farinde and Lewis (2012). Farinde and Lewis examined the underrepresentation in STEM fields experienced by African-American females from a socialization and engendered idea of inferiority view. Findings from Farinde and Lewis revealed that although African-American females scored higher than African-American men on formative STEM assessments, there is still a disparity in the STEM workforce in the placement of African-American women and white males and females.

Conceptual Framework

With the integration of a transformative theoretical framework, the researcher seeks to raise the consciousness of a community that leads to social change as a result of communications between the researcher and the participants. The framework of this study is designed to awaken a call to action, which makes this case study methodology align to the Critical Race Theory (CRT) (Crenshaw, 1995; Trubek, 2011) work well with this study. Critical Race Theory (CRT) is not only a theory that acknowledges social injustice and oppressive practices, it helps to illustrate the relationship of power and culture thereby inciting awareness among the people of critical proportions (Crenshaw, 1995). According to Matsuda et al. (1993), there are six unifying themes that define the movement. The essential elements of Critical Race Theory are: (a) recognition that racism is endemic, (b) expressions of skepticism toward legal claims of neutrality, objectivity, colorblindness, and meritocracy, (c) challenge to a historicism and a contextual analysis of the law, (d) The qualitative case study approach is important to this study because it allows for the integration of practical elements within the research and from the participants (Lamb et al., 2013).

Objectives of the Study

Research that purposes to use critical inquiry in a qualitative study leads to the opportunity to raise the consciousness of oppressed people (Creswell, 2014). Qualitative case study methodology is used to in this study to inform administrators, teachers, employers, and politicians of barriers, challenges, and influences of African-American students entering STEM careers (Leedy & Ormrod, 2013). The outcomes of this process might present either barriers or support that impact academic choice and behavior of STEM-aspiring students. Another objective of the study is to improve student interaction with faculty and academic advisors that positively influence student outcomes (Astin, 1993; Chang, 2005; Lamport, 1993; Terenzini, Pascarella, & Blimling, 1999). Faculty/ student Interactions may provide necessary support for students to clarify and confirm their choice of major field of study. Additionally, challenges, influences, and factors identified as barriers can be the grounds for reform in our educational systems and communities to change the trend of African American students being prepared and gain interest in STEM related fields of study and careers.

Study Setting

This study is intended to take place in a school located in the southwest Ohio region, preferably near the Dayton region that has a project based learning STEM philosophy, model, curriculum, and community for grades beginning at the elementary through high school level. The research permissions will need to be granted by obtaining written consent to participate from the school administrator, teachers involved in the study, parents of student and students involved in the study. Confidentiality of student names, assessment scores, and project grades will of vital importance to ensure the anonymity of participants allowing freedom to respond and participate in interviews, observations, and surveys. Transformative framework is designed to awaken a call to action, which makes this case study methodology align to the Critical Race Theory (CRT) (Crenshaw, 1995; Trubek, 2011) work well with this study.

Field Method

For this study, the development of a semi-structured interview guide, survey questions, audio and video tools to gather data and validate the integrity of interpretations of the interviews (Creswell, 1998; Creswell, 2014) will be used. Interview sessions will be conducted individually at the convenience of the research participants, which will include the school administrator, teachers, and students. Participation in the research study will be strictly on a volunteer basis without any form of compensation.

Interviews

Initial interviews will consist of collecting demographic information on participants using an unstructured interview process intended to motivate participants to discuss their career aspirations and background (both personal and academic). The next interview session will follow a semi-structured interview guide designed by the researcher and a qualitative research expert. Follow-up questions will be asked as necessary throughout the process for clarification, elaboration, and data validity.

Interviews will be arranged by making contact with the administrators or each selected school. The researcher will schedule individual interviews at times convenient for participants (during classroom breaks, before school, or after school) as not to interfere with classroom instruction time. Interview questions will be made available prior to the scheduled interview times by Survey Monkey, email, or paper copies delivered to the school and passed out to each administrator to distribute to all participants. The dates and times of the interviews will be arranged through phone calls, email, and Survey Monkey to accommodate all participants. Interviews will take place in a location recommended by the administrator or teacher to allow a high level of comfort and provide a friendly atmosphere for participants. The researcher will remind participants of their informed consent rights and that their participation is voluntary without and incentives or compensation.

Individual interviews will be conducted with the principal, teachers, and students in the study. These semi-structured interviews will focus on the responses to the results of the survey. Inter