Diversity in Education
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STEM Education
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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.

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.

Expanding STEM Opportunities through Inclusive STEM-focused High Schools

Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools – that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline. Research questions: 1) To what extent do STEM interests, activities, achievement, and expectations among 12th graders attending inclusive STEM high schools differ from those of similar students attending regular comprehensive high schools? 2) To what extent do STEM interests, activities, achievement, and expectations among 12th graders from demographic groups underrepresented in STEM fields differ between those attending inclusive STEM high schools and those attending regular comprehensive high schools?

STEM-Focused High Schools as a Strategy for Enhancing Readiness for Postsecondary STEM Programs

1) To what extent do students attending inclusive STEM high schools experience more advanced STEM courses, engaging STEM teaching, real-world STEM experiences, and supports for succeeding in STEM courses and applying to college than do students attending other high schools? 2) To what extent do ISHS students’ STEM interests, activities, achievement, and expectations differ from those of demographically similar students attending high schools without a STEM focus? 3) How are the features promoted for inclusive STEM high schools related to student STEM outcomes?

Considering the Interest-Convergence Dilemma in STEM Education

Focuses on what barriers still exist in diversity programs that are focused on STEM.

Pathway to a Baccalaureate in STEM Fields: Are Community Colleges a Viable Route and Does Early STEM Momentum Matter?

1) Does beginning at a community college affect students’ baccalaureate completion and persistence in STEM fields of study at 4-year institutions? 2) To what extent is STEM momentum related to baccalaureate completion and persistence in STEM fields of study at 4-year institutions? 3) To what extent does beginning at a community college influence STEM momentum?

STEM Education

Review and discuss current research on STEM education in the United States, drawing on recent research in sociology and related fields.

Science, Technology, Engineering and Math Readiness: Ethno-Linguistic and Gender Differences in High-School Course Selection Patterns

1) What are the ethno-linguistic profiles of high school graduates that entered the ESL program in schools in British Columbia at different ages? 2) What are the determinants and correlates of Grade 12 course selecting patterns (CSP) with respect to student gender, ethno-linguistic group, academic history, grade level at entry and achievement history? 3) What student demographics increase the probability that students will choose classes that prepare them for a STEM major? 4) What are the probabilities of CSP by gender and ethnic group status?

Why Students Choose STEM Majors: Motivation, High School Learning, and Postsecondary Context of Support

1) What are the relationships among high school exposure to math and science, achievement and motivational attributes as related to math, intent to pursue STEM upon entry into postsecondary education, and entrance into STEM fields of study? 2) How are students’ initial postsecondary education experiences, such as academic interaction, receipt of financial aid, and remediation, related to STEM entrance? 3) How do these relationships vary by race, gender, and SES?

Modeling Entrance into STEM Fields of Study Among Students Beginning at Community Colleges and Four-Year Institutions

1) What factors contribute to students pursuing STEM degrees in community colleges and four-year colleges? 2) Are there different barriers that underrepresented groups in STEM face? 3) What is the relationship between STEM interests and math self-efficacy beliefs, high school exposure to math and science, and high school math achievement?

A Method for Identifying Variables for Predicting STEM Enrollment

This research examines demographic, academic, attitudinal, andexperiential data from the Cooperative Institutional Research Program (CIRP) for over 12,000 students at two universities to test a methodology for identifying variables showing significant differences between students intending to major in science, technology, engineering, or mathematics (STEM) versus non-STEM subjects. Identifying potential candidates for STEM enrollment necessi-tates a methodology for analyzing databases containing demo-graphic, academic performance, and attitudinal information acrossa wide array of students. Finding variables that are consistently significant predictors of STEM interest and capability across a range of population subgroups requires the ability to examine a large set of variables since some variables may be significant only for specific subgroups.

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