Diversity in Education
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Keywords » Parental Involvement
Parental Involvement
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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.

Who Aspires to a Science Career? A Comparison of Survey Responses from Primary and Secondary School Students

1) Who holds science aspirations? 2) What factors seem to be connected to aspirations? 3) Are these patterns similar or different at different time points (in primary and secondary school)?

The Relationship Between Parental Involvement as Social Capital and College Enrollment: An Examination of Racial/Ethnic Group Differences

1) What is the relationship between parental involvement and the likelihood that a student enrolls in a 2-year or 4-year college in the fall after graduating from high school? 2) How does the relationship differ between the different types of parental involvement and the likelihood of enrolling in a 2-year or 4-year college? 3) What is the relationship between the characteristics of the social networks at the school attended and the likelihood that a student enrolls in a 2-year or 4-year college?

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