Diversity in Education
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32 posts found.

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The influence of parents on undergraduate and graduate students’ entering the STEM disciplines and STEM careers

– Nurtured by their mothers and/or fathers, students enter STEM disciplines and STEM-related careers through multiple pathways in addition to the anticipated pipeline.
– Incidents of circumstantial and planned parent curriculum making surfaced when the data was serially interpreted. What students know, how they are bent by their parents and others, and what they remember’ congealed and brought them to this point in their beginning STEM-related careers.

– Other themes that emerged included:
(1) Relationships between (student) learners and (teacher) parents: all three students eventually launched themselves into STEM careers, having experienced full-circle relationships between themselves as learners and a variety of ‘teachers (parents and teachers acting as teachers).’
(2) Invitations to inquiry: parents presented their children with confounding challenges that helped them to grow academically. Whether intentional or circumstantial, the students were provided with ‘invitations to inquiry.’
(3) Modes of inquiry: parents were not delivering ‘rhetoric of conclusions’ to their children. Instead, they were involving them in active learning and active testing of alternatives through informal project-based learning.
(4) The improbability of certainty: they were exposed to the idea that people will not know everything all the time and the acceptance that advances in scientific field do take place.
(5) Changed narratives=changed lives.

The effects of a high school curriculum reform on university enrollment and the choice of college major

– The results show that the reform increased university enrollment rates for both genders.
-The reform increased students’ willingness to enroll at university for males and females alike. The reform effect of university enrollment can be assessed as meaningful with 1.3 and 1.2 percentage points for females and males, respectively.
– With regard to choosing STEM as college major, the authors find a
robust positive effect of the high school curriculum reform on males.
– While the results for males indicate that the reform made them more like to choose a STEM major on a statistically significant level, this is not true for females.
– A likely mechanism for the gender difference in major choices is the underlying preferences of men and women.

Stratifying science: A Bourdieusian analysis of student views and experiences of school selective practices in relation to ‘Triple Science’ at KS4 in England

How do young people experience and construct their ‘choice’ (or not) of General Certificate of Secondary Education (GCSE) science route? And what are the identity and other implications (for social justice and widening participation in science) associated with participation on Double or Triple award routes for different groups of students?

An Exploration of STEM, Entrepreneurship, and Impact on Girls in an Independent Day School

1) Examine the impact of a predominately female STEEM (science, technology, engineering, entrepreneurship and mathematics) teaching staff on girls’ perceptions of STEEM. 2) Examine the impact of adding entrepreneurship to a STEM curriculum.

Gender Differences in Learning Outcomes from the College Experiences of Engineering Students

1) How do curricular emphases differently affect engineering learning outcomes by gender? 2) How do instructional approaches differently affect engineering learning outcomes by gender? 3) How does participation in co-curricular experiences differently affect engineering learning outcomes by gender?

The High School Environment and the Gender Gap in Science and Engineering

Extend existing explanations for gender differences in plans of pursuing STEM degrees and examine the role of the high school context.

Gender and ethnic differences in precollege mathematics course work related to science, technology, engineering, and mathematics (STEM) pathways

How do students of different ethnicity and gender groups differ in advanced mathematics course-taking and in STEM major choice? What student and school factors can explain these differences? How does high school advanced mathematics course-taking account for disparities in STEM major choice?

Bourdieu's Notion of Cultural Capital and Its Implications for the Science Curriculum

To examine the specific contributions that science education makes to a student’s cultural capital: in particular, how that capital is acquired in the science classroom (or not), and how that cultural capital will be relevant to their future cultural, academic, and professional lives.

Schools and Inequality: A Multilevel Analysis of Coleman's Equality of Educational Opportunity Data

Reanalysis and reconceptualization of the Coleman report through a 2-level hierarchical linear model.

International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools

Review what research from other developed countries says regarding: ability grouping and achievement, achievement gap, etc.

Creating Mathematical Futures Through an Equitable Teaching Approach: The Case of Railside School

Gain a better understanding of equitable and successful teaching by analyzing Railside’s success.

The Ecology of Early Reading Development for Children in Poverty

Investigated reading development from kindergarten to third grade for economically disadvantaged children from the Early Childhood Longitudinal Study-Kindergarten Cohort.

Accelerating Mathematics Achievement using Heterogeneous Grouping

Evaluate subsequent completion of advanced high school math courses as well as academic achievement after providing an accelerated math curriculum.

Education and the Inequalities of Place

Examine resource availability, investment inequalities and implications for achievement and attainment among urban, rural, and suburban adolescents.

Migration Background, Minority-Group Membership and Academic Achievement: Research Evidence from Social, Educational, and Developmental Psychology

Explores the impact on achievement of grouping students both within and between classrooms and schools based on their ability.

Closing the Achievement Gap by Detracking

What if detracking happened? Describe how a diverse suburban district in NY narrowed the gap by offering its high-curriculum to all students.

Science Education with English Language Learners: Synthesis and Research Agenda

Research on science education with English Language Learners

Bridging Methodological Gaps: Instructional and Institutional Effects of Tracking in Two English Classes

Analyzes instructional and institutional effects of tracking in high and low track English classes

Interethnic Contact, Curriculum and Attitudes in the First Year of College

Interethnic contact in higher education, and the impact of a curriculum and residence hall programs including perspectives of race and ethnicity.

Tracking by Accident and by Design

Tracking in Japan, Germany and the US.

Poor School Funding, Child Poverty and Mathematics Achievement

New and better design for research on the net achievement effects of poor school funding and child poverty in America.

Affirmative Action in the Classroom: Diversity Effects on Student Outcomes: Social Science Evidence

Impact of diversity on student learning in higher education

Course-Taking, Equity, and Mathematics Learning: Testing the Constrained Curriculum Hypothesis in U.S. Secondary Schools

How the organization of the mathematics curriculum in U.S. high schools affects how much students learn in that subject.

High Standards in a Tracked System of Schooling: For Which Students and with What Educational Supports?

Equitable opportunity for all children to learn challenging curricula. Changing limiting beliefs of teacher’s methods.

Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classes?

Explores possible instances of high-quality instruction in low-ability classes.

Multicultural Education: Its Effects on Students' Racial and Gender Role Attitudes

Describes research on the effects of multicultural education on the perceptions, attitudes, and beliefs of K-12 students

Curriculum Tracking as Mediating the Social Distribution of High School Achievement

Differences in how tracking decisions are made. Pattern of students’ course enrollments within academic tracks.

The Stratification of High School Learning Opportunities

Differences between and within schools in the allocation of opportunities for learning.

Opportunities and Constraints: Black-White Differences in the Formation of Interracial Friendships

Studies the effects of classroom climate, instructional organization, and classroom racial composition on cross-race friendliness

The Effect of Research Methodology on Desegregation - Achievement Studies: A Meta-Analysis

Determine whether differences in findings of the effects of school desegregation on black achievement can be attributed to differences in methods.

Curricula and Coursework: A Surprise Ending to a Familiar Story

Why are some students placed in college tracks and others not? Why is track placement so influential?

School Racial Composition and College Attendance Revisited

Direct effects of school racial composition on college attendance when introducing curriculum and grades and relocating the test scores.

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