16 posts found.

Current Selections

Clear
Keywords » Identity
Identity
Full-Text Search

STEM Career Aspirations in Black, Hispanic, and White Ninth-grade Students

– There were significant race by gender differences in students’ education and STEM occupational plans.
– Race and gender differences exsist in perceived cost utility and efficacy of education and occupation outcomes.
– Depending on the definition of STEM careers operationalized in the analysis, variation can be observed in the impact of gender, while the role of the expectancy-value constructs remains largely consistent across multiple definitions of STEM careers.
– While expectancy-value constructs such as utility, interest, and attainment value are significantly related to the STEM career plans of White students, fewer significant relationships between expectancy-value constructs and the STEM career plans of Black and Hispanic students were identified.

Discovery Orientation, Cognitive Schemas, and Disparities in Science Identity in Early Adolescence

– Gender and race/ethnicity are associated with science identity but not with discovery orientation.
– The positive association between discovery orientation and science identity is mediated by science interest, importance, and reflected appraisal.
– There are statistically significant differences in science interest between groups. Science interest is higher among white boys than for minority girls. Overall, science importance, perceived science ability, and science reflected appraisal means are also fairly high, particularly compared with science other-ID and science self-ID.
– Science importance is higher among white and minority boys than for white and minority girls. Perceived science ability is higher among white than minority students. White boys and girls have higher scores than minority boys and girls on the questions about parents and teachers, giving them positive messages about their science performance (reflected appraisal).
– White boys have significantly higher science other-ID than all other groups, while only white boys and minority girls differ significantly on science self-ID.

The "Exceptional" Physics Girl: A Sociological Analysis of Multimethod Data from Young Women Aged 10-16 to Explore Gendered Patterns of Post-16 Participation

This article applies Bourdieusian and Butlerian conceptual lenses to qualitative and quantitative data collected as part of a wider longitudinal study of students’ science and career aspirations age 10-16.

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?

Stereotype threat as a barrier to women entering engineering careers

The authors examine whether differing levels of confidence for coping with barriers to education would moderate the relationship of stereotype threat and STEM self-efficacy.

From Description to Explanation: An Empirical Exploration of the African-American Pipeline Problem in STEM

Which contemporary theoretical perspectives on access and participation best explain the differences between African-American science majors in the pipeline and those African-Americans who have successfully matriculated into STEM careers?

Do They Stay or Do They Go? The Switching Decisions of Individuals Who Enter Gender Atypical College Majors

The authors explore whether women who enter fields that are male-dominated are more likely to switch fields than their female peers who have chosen other fields, as well as whether men who enter female-dominated majors are more likely to subsequently switch fields than their male peers who have chosen a more normative field.

Effects of role model exposure on STEM and non-STEM student engagement

This study address recruitment and retention issues by uniquely challenging two STEM
stereotypes (i.e., STEM is for the innately gifted and STEM is for European American males) known to undermine STEM investment for students of diverse backgrounds and through the presentation of a diverse set of role model narratives in a large sample of STEM and non-STEM students.

Understanding the Relationship Between Parental Education and STEM Course Taking Through Identity-Based and Expectancy-Value Theories of Motivation

This study investigates the relationships between expectancy-value and identity-based motivational variables by examining how these motivational variables predict STEM preparation (i.e., course taking) in high school and college.

Investing in the Future: Testing the Efficacy of Socialization Within Undergraduate Engineering Degree Programs

This study looks to understand how an engineering identity is developed, particularly with underrepresented minorities (URMs) and women. Also, this study looks at what factors encourage an engineering student to commit to an engineering career.

Examining the Tracks that Cause Derailment: Institutional Contexts and Engineering Degree Attainments

1) What factors contribute to completing an engineering degree within five years? 2) What factors contribute to students switching out of the engineering program?

Science Identity Trajectories of Latecomers to Science in College

  1. What trends in science identity trajectories are latecomers to science able to construct during their first year in a college science program?
  2. How are latecomers’ identity trajectories constrained by or improvised with the cultural models and associated resources available in the figured world of a college science program?

"Doing" Science Versus "Being" a Scientist: Examining 10/11-Year-Old School Children's Constructions of Science Through the Lens of Identity

In this study, the authors attempt to (a) understand what are the formative influences on student career aspirations between the ages of 10 and 14 and (b) attempt to foster and maximize the interest of this cohort of young people, particularly girls, in STEM-related careers.

Is Science Me? High School Students' Identities, Participation and Aspirations in Science, Engineering, and Medicine

To explore why some who were once very interested in science, engineering, or medicine (SEM) majors or careers decided to leave the pipeline in high school while others persisted.

What do we know about explanations for dropout/opt out among young people from STM higher education programmes?

To explore whether research on retention and non-completion in higher education, and in STM programmes in particular, has produced findings that can identify a direction forward for HE institutions and programmes to take measures to reduce the number of students leaving their chosen HE programme