서브메뉴
검색
An Action Research Exploring Retention and Participation of Underrepresented Students in STEM- [electronic resource]
An Action Research Exploring Retention and Participation of Underrepresented Students in STEM- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101242
- ISBN
- 9798379897345
- DDC
- 373
- 서명/저자
- An Action Research Exploring Retention and Participation of Underrepresented Students in STEM - [electronic resource]
- 발행사항
- [S.l.]: : Indiana University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(200 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
- 주기사항
- Advisor: Buck, Gayle A.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Despite more historically underrepresented students pursuing STEM degrees, their likelihood of remaining in STEM fields has been stalled compared with their White peers. It has been argued that developing inclusive programming and environment can significantly impact the retention and persistence of underrepresented undergraduate STEM students in STEM courses. According to the literature, students' self-conceptualization and development of their disciplinary identities are connected to their interest, perseverance, and success in STEM post-secondary environments. However, there is a paucity of scholarship on using critical educational techniques that combine marginalized students' STEM cultural knowledge and applicability. Thus, this qualitative action research study examined the effects of a decolonized STEM curriculum on marginalized students' intersectional identities, perspectives, and experiences in a STEM learning environment at a Midwestern university. This study investigated culturally based instruction that promotes the knowledge of marginalized students neglected in academic settings, which may serve as a resource for STEM educators. I utilized a critical-asset lens to highlight academic and psychological factors that challenge our understanding of race and culture's influence on underrepresented students' attitudes, perceptions, and science identity development while teaching from decolonized STEM curriculum. Thirteen first-year underrepresented STEM students took part in a decolonized curriculum primarily focused on the students' understandings of STEM through activities, observations, interviews, assessments, reflections, and evaluations over seven weeks. Through reflection and analysis, the findings that impact STEM students' experiences, which include (a) connection to oneself to culture and STEM, (b) the need for role models who represent diversity in STEM fields, and (c) the development of tools that assist students in developing resiliency and acquiring leverage within STEM learning communities. These findings show the necessity for decolonized STEM curriculum as a starting point for STEM educators to engage students in STEM to activate their knowledge (e.g., science identity development) as a consequence of this study. Furthermore, these findings indicate that this study reveals a fundamental necessity to combine culture and knowledge in the curriculum to authentically enable students to participate in STEM.
- 일반주제명
- Secondary education.
- 일반주제명
- Curriculum development.
- 일반주제명
- Education.
- 일반주제명
- Science education.
- 키워드
- STEM education
- 키워드
- STEM identity
- 키워드
- Students
- 키워드
- STEM educators
- 키워드
- Midwestern
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 85-01A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016933398
■00520240214101242
■006m o d
■007cr#unu||||||||
■020 ▼a9798379897345
■035 ▼a(MiAaPQ)AAI30528600
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a373
■1001 ▼aMcClain, Jessica Rae.▼0(orcid)0000-0003-3376-3226
■24513▼aAn Action Research Exploring Retention and Participation of Underrepresented Students in STEM▼h[electronic resource]
■260 ▼a[S.l.]:▼bIndiana University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(200 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-01, Section: A.
■500 ▼aAdvisor: Buck, Gayle A.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aDespite more historically underrepresented students pursuing STEM degrees, their likelihood of remaining in STEM fields has been stalled compared with their White peers. It has been argued that developing inclusive programming and environment can significantly impact the retention and persistence of underrepresented undergraduate STEM students in STEM courses. According to the literature, students' self-conceptualization and development of their disciplinary identities are connected to their interest, perseverance, and success in STEM post-secondary environments. However, there is a paucity of scholarship on using critical educational techniques that combine marginalized students' STEM cultural knowledge and applicability. Thus, this qualitative action research study examined the effects of a decolonized STEM curriculum on marginalized students' intersectional identities, perspectives, and experiences in a STEM learning environment at a Midwestern university. This study investigated culturally based instruction that promotes the knowledge of marginalized students neglected in academic settings, which may serve as a resource for STEM educators. I utilized a critical-asset lens to highlight academic and psychological factors that challenge our understanding of race and culture's influence on underrepresented students' attitudes, perceptions, and science identity development while teaching from decolonized STEM curriculum. Thirteen first-year underrepresented STEM students took part in a decolonized curriculum primarily focused on the students' understandings of STEM through activities, observations, interviews, assessments, reflections, and evaluations over seven weeks. Through reflection and analysis, the findings that impact STEM students' experiences, which include (a) connection to oneself to culture and STEM, (b) the need for role models who represent diversity in STEM fields, and (c) the development of tools that assist students in developing resiliency and acquiring leverage within STEM learning communities. These findings show the necessity for decolonized STEM curriculum as a starting point for STEM educators to engage students in STEM to activate their knowledge (e.g., science identity development) as a consequence of this study. Furthermore, these findings indicate that this study reveals a fundamental necessity to combine culture and knowledge in the curriculum to authentically enable students to participate in STEM.
■590 ▼aSchool code: 0093.
■650 4▼aSecondary education.
■650 4▼aCurriculum development.
■650 4▼aEducation.
■650 4▼aScience education.
■653 ▼aSTEM education
■653 ▼aSTEM identity
■653 ▼aStudents
■653 ▼aSTEM educators
■653 ▼aMidwestern
■690 ▼a0533
■690 ▼a0515
■690 ▼a0727
■690 ▼a0714
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g85-01A.
■773 ▼tDissertation Abstract International
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16933398▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
