Date
8-20-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Sheritta Y. Rogers
Keywords
STEM, education, equity, minorities, motivation, choice, college, career pathways
Disciplines
Education
Recommended Citation
Watkins, Lavar Jamaall, "STEM Afterschool Enrichment Programs On Post-Secondary Minority Students In Southern California And Their Educational And Professional Pathway: A Phenomenological Qualitative Study" (2026). Doctoral Dissertations and Projects. 8837.
https://digitalcommons.liberty.edu/doctoral/8837
Abstract
The purpose of this transcendental phenomenological study was to describe the lived experiences of ethnically and racially minority students who participated in STEM afterschool enrichment programs at middle schools in Southern California. Guided by social cognitive career theory (SCCT), this phenomenological study addressed how participation in STEM supplemental programming served as a predictive motivator that encouraged ethnically and racially minority students to pursue careers in STEM professions. SCCT provided the theoretical framework for understanding how self-efficacy, outcome expectations, and contextual influences shaped students’ perceptions, motivations, and career decision-making related to STEM. The central research question guiding this inquiry was: What are the lived experiences of minority students who participated in a middle school STEM afterschool enrichment program? To address this question, the researcher employed a phenomenological design using semi-structured individual interviews, qualitative open-ended surveys, and journal reflections that focused on a purposive sample of 10 adult alumni participants who engaged with middle school STEM enrichment programs in Southern California. The data were analyzed using established phenomenological methods and identified recurring themes, shared experiences, and culturally specific motivational factors. The findings indicated key program components, cultural supports, and personal influences that enhanced minority students’ engagement with STEM pathways. The insights were used to inform recommendations for the design and improvement of STEM enrichment programs, ultimately contributing to efforts that expand the participation of underrepresented minority students in STEM education and careers.
