Grant R. JacksonJessica J. GottliebJon McNaughtanDustin Eicke...
1-26页
查看更多>>摘要：For decades, attaining gender equity and equality in science, technology, engineering, and math (STEM) fields, along with increasing the number of STEM professionals in the U.S., have been interconnected goals that have received significant attention from scholars, researchers, and various national organizations. Projections still indicate an overall shortage of STEM professionals, including the underrepresentation of women in many STEM fields. Given such trends, scholars have recognized the need to study a variety of factors associated with students 'entry into and persistence in STEM fields. In this study, we analyzed and compared the STEM major selection processes of 4,120 females and males who participated in the High School Longitudinal Study of 2009 and who, as college students, selected a STEM major. To do this, we constructed and analyzed structural equation models that describe the relationships between the expectancy of success and subjective task value constructs described by expectancy-value theory and students 'selection of a STEM major in one of three categories (core STEM subjects, medical STEM subjects, and social science subjects). In so doing, we were able to discern (a) differences in STEM major selection processes among females and among males, depending on how STEM is categorized, and(b) differences between females and males within each of the three STEM categorizations. Implications for practice and future research are discussed.
Beatrice AvolioJessica ChavezCarlos Vilchez-San Roman
27-55页
查看更多>>摘要：This study analyzes the factors that affect the decision of women high school students to pursue a science and technology (ST) career in Peru. The study specifically analyzes the women high school students 'perception of ST careers and women in the ST field; the influence of people outside of the school (family, friends, others) with regard to their performance in ST subjects; the teachers' influence in ST motivation, and the school mechanisms to motivate their interest in ST fields. The sample consisted of 25 Peruvian women students in their last two years of high school. Data were collected through in-depth interviews based on the students' perspectives of their experiences. The collected data were coded, categorized, and analyzed according to the stages suggested by Moustakas [Phenomenological Research Methods, Thousand Oaks, CA: Sage Publications (1994)]. The study proposes a conceptual framework with 13 factors that explain the decision of women high school students to pursue a ST career, related to individual, family, educational, social, and economic aspects. These results will help policymakers develop informed programs to attract more women to ST careers.
查看更多>>摘要：Although the community college plays an essential role in educating minoritized students in STEM-related fields, it is also a site where the compounding effects of systemic racism in the nation's educational system are abundantly clear. Due in large part to inequitable access to college-preparatory curriculum in secondary schooling, racially minoritized community college students are more likely than their White peers to be placed in developmental (remedial) math coursework, and less likely to complete the developmental requirements. Over the past decade, heightened concern with high rates of non-completion in developmental math has led community colleges to engage in an unprecedented level of reform, restructuring their programs in order to facilitate students' progression into college-level math and science courses. However, whether such reforms have improved minoritized students' opportunities to learn remains unclear. In this study, we applied a race-conscious analytical framework in order to explore the messages embedded in curricular artifacts from developmental math courses at a college pursuing reform. Using indicators of equity-mindedness, we examined the extent to which the curricular artifacts embody explicit messages about diversity and cultural inclusiveness, reflect aspects of culturally responsive teaching, or challenge assumptions embedded in the dominant approach to mathematics education (i.e., racial apathy and color blindness). In addition to documenting a lack of equity-mindedness and cultural inclusivity in our sample of cultural artifacts, our analysis offers a set of tools for researching and assessing ongoing developmental math reforms across community colleges.
查看更多>>摘要：There has been a long-standing policy push to increase the number of students in STEM fields, along with targeted efforts to diversify STEM professions, and enhance participation for certain racial/ethnic groups as a part of an overarching strategy to bolster STEM pathways. One important goal is to increase the number of future Black STEM professionals-a group that continues to be underrepresented in multiple STEM fields. While efforts to increase STEM participation involve many points on the education continuum, higher education is a critical conduit between academic training and the STEM workforce. In this context, it is important to note that historically Black colleges and universities (HB-CUs) have traditionally produced a disproportionate number of Black STEM graduates, often doing so with limited resources. HBCUs are known to create racially affirming environments for Black students. However, there has been limited scholarship on the educational practices therein which promote Black students' STEM success. In this paper, we begin to address the dearth of theoretical literature related to HBCU STEM environments. We discuss extant HBCU STEM literature through the lens of Black educational logics-a set of sensibilities concerning the sociocultural and structural characteristics of HBCUs. We established this lens by synthesizing two theoretical frames: triple quandary-a social psychology theory developed to describe the unique socialization agenda for Black people in America, and the concept of institutional logics, which details the guiding ideologies that shape behavior and practices within organizations. Grounded in this literature, we offer the Black cultural student STEM success (BCS3) model to explore how Black educational logics shape Black students' STEM success at HBCUs. Implications for organizational transformation and STEM higher education policy are discussed.
NETL
NSTL