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Do I Belong? An Exploration of the Predictors, Outcomes, and Mediational Power of Belonging in High School STEM Courses
Do I Belong? An Exploration of the Predictors, Outcomes, and Mediational Power of Belonging in High School STEM Courses
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153122
- ISBN
- 9798346811107
- DDC
- 370
- 저자명
- Stanger, Piper.
- 서명/저자
- Do I Belong? An Exploration of the Predictors, Outcomes, and Mediational Power of Belonging in High School STEM Courses
- 발행사항
- [Sl] : University of California, Los Angeles, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 147 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-06, Section: A.
- 주기사항
- Advisor: Graham, Sandra.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Los Angeles, 2024.
- 초록/해제
- 요약Understanding how to foster belonging and ensure equitable engagement in STEM fields for diverse students is a critical need in education today. Despite substantial growth in the STEM workforce (Bureau of Labor Statistics, 2023; NSF, 2023a), there remain persistent gender and racial/ethnic gaps in students' access to advanced STEM education, which, in turn, affects college STEM pathways and workforce entry (NSF, 2023c; NSF, 2024). Grounded in the belongingness hypothesis (Baumeister & Leary, 1995) and vulnerability hypothesis (Hughes et al., 2015), this dissertation explores the role of belonging across three functions-outcome, mediator, and predictor-using a large, longitudinal sample of racially and ethnically diverse high school students.This research employed three complementary analyses. Study 1 investigated demographic and contextual predictors of 12th grade belonging in math and science classrooms, identifying racial/ethnic and gender patterns in belonging and highlighting the influential role of perceived ingroup representation for belonging in math classrooms. Study 2 examined whether belonging mediated the relationships between demographic characteristics and advanced math course taking, finding that while math belonging partially explained some racial/ethnic disparities in course taking, the indirect effect was modest. Study 3 assessed the predictive power of 9th-grade math and science belonging on STEM persistence, indicating that early feelings of belonging in math were significantly associated with students' later engagement with STEM, whereas science belonging had no significant predictive effect.Together, these studies underscore the multifaceted role of belonging in shaping STEM engagement for high school students, particularly for historically underrepresented groups. Findings reveal that belonging in math settings is especially impactful and that representation of demographically similar peers in math classrooms may be crucial for fostering belonging in these contexts. This work highlights the need for tailored interventions that support belonging as early as high school to address demographic disparities in STEM engagement and persistence, ultimately contributing to a more diverse and inclusive STEM workforce.
- 일반주제명
- Educational psychology
- 일반주제명
- Mathematics education
- 일반주제명
- Secondary education
- 일반주제명
- Gender studies
- 일반주제명
- Science education
- 키워드
- Math belonging
- 키워드
- STEM belonging
- 키워드
- STEM persistence
- 키워드
- STEM education
- 기타저자
- University of California, Los Angeles Education 0249
- 기본자료저록
- Dissertations Abstracts International. 86-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211153122
■006m o d
■007cr#unu||||||||
■020 ▼a9798346811107
■035 ▼a(MiAaPQ)AAI31763969
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aStanger, Piper.
■24510▼aDo I Belong? An Exploration of the Predictors, Outcomes, and Mediational Power of Belonging in High School STEM Courses
■260 ▼a[Sl]▼bUniversity of California, Los Angeles▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a147 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-06, Section: A.
■500 ▼aAdvisor: Graham, Sandra.
■5021 ▼aThesis (Ph.D.)--University of California, Los Angeles, 2024.
■520 ▼aUnderstanding how to foster belonging and ensure equitable engagement in STEM fields for diverse students is a critical need in education today. Despite substantial growth in the STEM workforce (Bureau of Labor Statistics, 2023; NSF, 2023a), there remain persistent gender and racial/ethnic gaps in students' access to advanced STEM education, which, in turn, affects college STEM pathways and workforce entry (NSF, 2023c; NSF, 2024). Grounded in the belongingness hypothesis (Baumeister & Leary, 1995) and vulnerability hypothesis (Hughes et al., 2015), this dissertation explores the role of belonging across three functions-outcome, mediator, and predictor-using a large, longitudinal sample of racially and ethnically diverse high school students.This research employed three complementary analyses. Study 1 investigated demographic and contextual predictors of 12th grade belonging in math and science classrooms, identifying racial/ethnic and gender patterns in belonging and highlighting the influential role of perceived ingroup representation for belonging in math classrooms. Study 2 examined whether belonging mediated the relationships between demographic characteristics and advanced math course taking, finding that while math belonging partially explained some racial/ethnic disparities in course taking, the indirect effect was modest. Study 3 assessed the predictive power of 9th-grade math and science belonging on STEM persistence, indicating that early feelings of belonging in math were significantly associated with students' later engagement with STEM, whereas science belonging had no significant predictive effect.Together, these studies underscore the multifaceted role of belonging in shaping STEM engagement for high school students, particularly for historically underrepresented groups. Findings reveal that belonging in math settings is especially impactful and that representation of demographically similar peers in math classrooms may be crucial for fostering belonging in these contexts. This work highlights the need for tailored interventions that support belonging as early as high school to address demographic disparities in STEM engagement and persistence, ultimately contributing to a more diverse and inclusive STEM workforce.
■590 ▼aSchool code: 0031.
■650 4▼aEducational psychology
■650 4▼aMathematics education
■650 4▼aSecondary education
■650 4▼aGender studies
■650 4▼aScience education
■653 ▼aMath belonging
■653 ▼aScience belonging
■653 ▼aSTEM belonging
■653 ▼aSTEM persistence
■653 ▼aSTEM education
■690 ▼a0525
■690 ▼a0533
■690 ▼a0733
■690 ▼a0280
■690 ▼a0714
■71020▼aUniversity of California, Los Angeles▼bEducation 0249.
■7730 ▼tDissertations Abstracts International▼g86-06A.
■790 ▼a0031
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17165090▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
