Jeffrey Chua, Ed.D.


Student Underrepresentation in STEM Programs

The purpose of this study was to examine the underrepresentation of students in STEM programs at a midsize, regional, masters granting, comprehensive university in East Texas, Thomas J. Rusk University, coming from Title 1 schools throughout the state of Texas. The study also seeks to determine how many students are actively enrolled in STEM disciplines as of fall 2015, and previously attended secondary institutions that failed to meet adequate yearly progress according to the Texas Education Agency. Data collection consisted of open-access archival data that included a total sample of 3,455 students in STEM disciplines. A random sample of 150 Title 1 students and 150 non-Title 1 students were used in the study to make a detailed comparison. Students were subdivided into classification of freshmen, sophomore, junior, and senior status according to the number of hours completed. Descriptive statistics were used to make detailed comparisons and help determine if students from Title 1 schools were demonstrating to be as academically successful in comparison to their non-Title 1 peers. Findings indicated no significant difference in the average GPA between students from Title 1 schools and non-Title 1 schools. The study provides insight to future research of STEM and addresses the need to adequately prepare all students, including those that are academically disadvantaged in secondary education to meet the increasing demands of postsecondary education and allow them the opportunity to succeed in STEM disciplines.


The Lived Experiences of Filipino Teachers teaching in Texas: A Transcendental Phenomenological Study

Among the estimated 100,000 Overseas Filipino Workers (OFW) working in the United States, a small group of Filipino teachers may have lasting impacts on one of the most important pillars of the nation: its public schools. Thus, it is important to understand the lived experiences of Filipino teachers teaching in Texas. This research aimed to contribute to existing literature that explores the lived experiences and the acculturation process of Filipino teachers. Utilizing a transcendental phenomenological approach, seven such teachers were selected through snowball sampling and were interviewed. The findings of the study showed their shared experiences revolved around four themes: their search for greener pastures, the challenges they faced teaching in the US, the support systems that helped them adapt and acculturate, and their perceived differences between Filipino and US values and culture. While most of the findings correlate with existing literature, the experiences shared about extreme microaggression and the magnitude of the mental health effects it brought upon the participants were surprising findings that add to the reviewed literature.