Motivation to Pursue a Ph.D. in Computing
Black Students in Historically Black Colleges and Universities
Keywords:Historically Black Colleges and Universities, motivation to pursue Ph.D., African-American master’s students, theory of justice, equity, equality, access, intrinsic motivation, extrinsic motivation, computer science, computing
This paper investigates the motivation of African American master’s degree students in computing to pursue a Ph.D.. Specifically, we sought to understand the motivation of those students attending Historically Black Colleges and Universities (HBCUs) in the United States. Our framework was founded on the premise that an adequate theoretical rooting of broadening participation calls for reflections on the nature and practice of justice. Motivation, nonetheless, remained the core factor, albeit addressing it within a context of justice or lack thereof. The study shows that while most students seem intrinsically motivated by a desire to learn, leading to a likelihood to pursue a Ph.D., extrinsic factors such as funding and employability constitute the highest hindrance to such likelihood.
Coleman, J. S. 1966. Equity of Educational Opportunity. Washington: U.S. Office of Education.
Cossa, Jose. 2018. "Addressing the Challenge of Coloniality in the Promise of Modernity and Cosmopolitanism to Higher Education: De-bordering, De-centering/De-peripherizing, and De-colonializing." In Re-visioning Education in Africa: Ubuntu-Inspired Education for Humanity, edited by N’Dri T. Assié-Lumumba & Emefa Amoako. Palgrave Macmillan.
Epstein, Erwin H. 1992. "Social Paradoxes of American Education." Oxford Review of Education (Oxford) 19 (3): 201-212.
Feinberg, Walter, and Jonas F. Soltis. 1998. School and Society. New York: Teachers College.
Freire, Paulo. 1993. Pedagogy of the Oppressed. New York: Continuum Books.
Geertz, Clifford. 1973. "Religion as a Cultural System." In The Interpretation of Cultures. New York: Basic Books.
Golafshani, Nahid. 2003. "Understanding Reliability and Validity in Qualitative Research." The Qualitative Report 8 (4): 597-607.
Goodenough, Ward H. 1981. Culture, Language, and Society. London: The Benjamin / Cummings Publishing Company.
Hage, J. 1972. Techniques and Problems of Theory Construction in Sociology. New York: John Wiley.
Hilton, J. A., and B. G. Glaser, . 2012. The Grounded Theory Review Methodology Reader: Selected Papers 2004-2011. Mill Valley, CA: Sociology Press.
Maxwell, Joseph A. 1992. "Understanding and Validity in Qualitative Research." Harvard Educational Review 62 (3): 279-300.
NCES. n.d. IPEDS. Accessed 2011. http://nces.ed.gov/ipeds/.
NSF. n.d. Broadening Participation in Computing. Accessed 2010. http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=13510.
NSF. 2001. Women, Minorities, and Persons with Disabilities in Science and Engineering. Press Release, National Science Foundation, Washington, DC: National Science Foundation. Accessed 2011. http://www.nsf.gov/news/news_summ.jsp?cntn_id=118645&WT.mc_id=USNSF_51&WT.mc_ev=click.
Onwuegbuzie, Anthony J., and Nancy L. Leech. 2004. "Post Hoc Power: A Concept Whose Time has Come." Understanding Statistics 201-230.
Petit, Phillip. 1974. "A Theory of Justice?" Theory and Decision (Reidel) 4: 311-324.
Price, Michael. 2011. "Are African Americans Surging in Computer Science?" Science Careers, September 30. http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2011_09_30/caredit.a110010.
Psacharopoulus, George, and Harry A. Patrinos. 2004. "Returns to Investment in Education: A Further Update." Education Economics 12 (2).
Sen, Amartya. 2009. The Idea of Justice. Cambridge: Harvard University.
Strauss, Anselm, and Juliet Corbin. 1998. Basics of Qualitative Research. Thousand Island: SAGE.
The World Bank. 2008. "Accelerating Catch-Up: Tertiary Education for Growth in Sub-Saharan Africa." Edited by Jamil Salmi. (The International Bank for Reconstruction/The World Bank).
Wilson, John. 1963. Thinking with Concepts. Cambridge: Cambridge University.
How to Cite
Copyright (c) 2021 Journal of Interdisciplinary Studies in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.