This study aims to provide activities to motivate teachers to use technology in their classrooms and encourage students to pursue a STEM related field, Computer Science in particular.
Are girls’ math abilities and skills sufficient for them to pursue those fields? If not, when do differences arise and are they affected by environmental factors?
The purpose of this study is to identify key college experiences that are correlated with long-term success for female technologists. Research questions include whether long-term career success is more likely for female technology graduates who, during their undergraduate studies, (1) personally interacted with professional and academic role models, (2) were able to apply their classroom learning to real world problems, and (3) actively participated in campus life.
An Investigation of the Linkage Between Technology-Based Activities and STEM Major Selection in 4-Year Postsecondary Institutions in the United States: Multilevel Structural Equation Modelling
1) To what extent do technology-based activities affect students’ selections of STEM majors in 4-year postsecondary institutions at the student level, taking into account math performance, gender, racial/ethnic background, and socioeconomic status (SES)? 2) To what extent do technology-based activities and technology-based school environment affect students ‘selections of STEM majors in 4-year postsecondary institutions at the school level, taking into account math performance, gender, racial/ethnic background, and SES?