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Launching Dreams: a Transcendental Phenomenological Study Describing What It Means to Be an Underrepresented Student In LAUNCHING DREAMS: A TRANSCENDENTAL PHENOMENOLOGICAL STUDY DESCRIBING WHAT IT MEANS TO BE AN UNDERREPRESENTED STUDENT IN A COLLEGIATE AVIATION PROGRAM by James P. Molloy Liberty University A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University 2019 2 LAUNCHING DREAMS: A TRANSCENDENTAL PHENOMENOLOGICAL STUDY DESCRIBING WHAT IT MEANS TO BE AN UNDERREPRESENTED STUDENT IN A COLLEGIATE AVIATION PROGRAM by James P. Molloy A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Education Liberty University, Lynchburg, VA 2019 APPROVED BY: John R. Duryea, Ed.D., Committee Chair Fred Milacci, D.Ed., Committee Member Julie Speakes, Ph.D., Committee Member 3 ABSTRACT The purpose of this transcendental phenomenological study was to explore and describe what it means to be an underrepresented student in a collegiate professional pilot degree program. The central research question for this study was: What does it mean to be an underrepresented student in a collegiate professional pilot degree program? The four sub-questions were: (a) What influence do cognitive-person attributes have on meaning that is experienced and described by the underrepresented aviation student?, (b) What influence do gender and race have on meaning that is experienced and described by underrepresented aviation student?, (c) What influence does the contextual environment have on meaning that is experienced and described by the underrepresented aviation student?, and (d) What meaning do underrepresented aviation students ascribe to their experience in terms of social justice and equality as it relates to their academic and career development? The theories guiding this study were critical theory (CT) and social cognitive career theory (SCCT). Participants were 15 female and racial minority students in professional pilot degree programs at three four-year universities. Interviews, a focus group and written questionnaires provided data for phenomenological data analysis and a rich description of the phenomenon. The results provided five themes, which captured the essence of the lived experience of the underrepresented aviation student. Passion for flight was the motivation and drive for the students, and their passion transcends their identity as an underrepresented student. Collegiate aviation programs treat everyone equally and provide welcoming environments for all students to help them in achieving success. Future research can add to the results by comparing the experience of students who are not classified as underrepresented. Keywords: collegiate aviation, critical theory, pilot, social cognitive career theory, underrepresented student, underrepresented minority 4 Dedication I am dedicating this dissertation to my wife, Kelly, who lovingly supported me throughout the many years of coursework, research, and writing. It has been an amazing journey together. 5 Acknowledgments I would like to acknowledge and sincerely thank the members of my dissertation committee for their dedicated and expert coaching and advice in guiding this work and my development as a researcher. My committee chair, Dr. John Duryea was a patient and calm guide every step of the way. He gently steered me along the path to producing a coherent study and manuscript. Committee member and research consultant, Dr. Fred Milacci helped greatly to maintain my sanity in every high and low point throughout the process. He influenced my journey beyond Moustakas and into many other gurus of phenomenology, places I never envisioned going in my lifetime. I believe the key to my successful completion was our many morning meetings at Starbucks. I also appreciate very much Dr. Julie Speakes’ expert and thorough editing along the way. As a quantitative researcher, she also provided another valuable viewpoint. My favorite part of this work was my time spent with the college students who were my research participants. I thoroughly enjoyed our interview sessions and getting to know them in their world. I appreciate their willingness to speak with me openly about their experiences. My colleague and friend, Dr. Mitch Morrison, provided peer advice and encouragement throughout the process, and I appreciate him very much for that. Additionally, I would like to give special thanks to my daughters, their spouses and my parents who were my encouraging cheerleaders, and who patiently endured my lack of presence at times as I worked to meet deadlines. Finally, the dissertation team in the School of Education and the Liberty University IRC team are awesome professionls who serve diligently to help all students across the finish line. 6 Table of Contents ABSTRACT .....................................................................................................................................3 Dedication ........................................................................................................................................4 Acknowledgments............................................................................................................................5 List of Tables .................................................................................................................................11 List of Abbreviations .....................................................................................................................12 CHAPTER ONE: INTRODUCTION ............................................................................................13 Overview ............................................................................................................................13 Background ........................................................................................................................16 Historical Overview ...............................................................................................16 Society at Large .....................................................................................................18 Theoretical Contexts ..............................................................................................21 Situation to Self..................................................................................................................24 Problem Statement .............................................................................................................27 Purpose Statement ..............................................................................................................29 Significance of the Study ...................................................................................................30 Practical Significance.............................................................................................30 Empirical Significance ...........................................................................................31 Theoretical Significance ........................................................................................32 Research Questions ............................................................................................................33 Central Question ....................................................................................................34 Sub-Questions ........................................................................................................35 Definitions..........................................................................................................................38 7 Summary ............................................................................................................................39 CHAPTER TWO: LITERATURE REVIEW ................................................................................41 Overview ............................................................................................................................41 Theoretical Framework ......................................................................................................43 Critical Theory .......................................................................................................43 Social Cognitive Career Theory.............................................................................53 Related Literature...............................................................................................................65 Underrepresentation in STEM and Other Fields ...................................................66 A Short History of Women and Racial Minorities in Aviation .............................74 Underrepresented Professional Pilots ....................................................................77 Underrepresented Aviation Student Perceptions and Experiences ........................80 Summary ............................................................................................................................81 CHAPTER THREE: METHODS ..................................................................................................83 Overview ............................................................................................................................83 Design ................................................................................................................................83 Research Questions ............................................................................................................92 Setting ................................................................................................................................93
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