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Reflective Pathways: Seeing Identity Development Opportunities in Academic Contexts Promotes Student Belonging
Reflective Pathways: Seeing Identity Development Opportunities in Academic Contexts Promotes Student Belonging
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151413
- ISBN
- 9798382602660
- DDC
- 150
- 서명/저자
- Reflective Pathways: Seeing Identity Development Opportunities in Academic Contexts Promotes Student Belonging
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 104 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Diekman, Amanda.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약Social group disparities persist in who chooses to pursue Science, Technology, Engineering, and Mathematics (STEM) fields in higher education. Goal congruity theory has highlighted how perceptions of other-oriented opportunities in STEM can spur interest among underrepresented students. The present work extends this framework by considering how perceptions of social identity development opportunities might also promote belonging and drive interest in STEM. Three studies test this prediction with a particular emphasis on LGBTQ students in STEM. Study 1 explores how perceived identity development opportunities within a students' academic major relate to their felt belonging. Study 2 shifts to perceptions of other academic majors and examines three possible cues to identity development opportunities that are hypothesized to vary across STEM and social sciences and humanities majors. Finally, Study 3 experimentally manipulates the presence of critically reflective and reflexive activities within introductory STEM courses. The value of considering social identity development affordances and motives in extending both goal congruity and identity development perspectives is discussed.
- 일반주제명
- Psychology
- 일반주제명
- Social psychology
- 일반주제명
- Science education
- 키워드
- Social group
- 키워드
- Goal congruity
- 키워드
- LGBTQ students
- 키워드
- Motivation
- 키워드
- STEM education
- 기타저자
- Indiana University Psychological & Brain Sciences
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382602660
■035 ▼a(MiAaPQ)AAI31293064
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aWhite, Andrew David.▼0(orcid)0000-0002-9361-2887
■24510▼aReflective Pathways: Seeing Identity Development Opportunities in Academic Contexts Promotes Student Belonging
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a104 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Diekman, Amanda.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aSocial group disparities persist in who chooses to pursue Science, Technology, Engineering, and Mathematics (STEM) fields in higher education. Goal congruity theory has highlighted how perceptions of other-oriented opportunities in STEM can spur interest among underrepresented students. The present work extends this framework by considering how perceptions of social identity development opportunities might also promote belonging and drive interest in STEM. Three studies test this prediction with a particular emphasis on LGBTQ students in STEM. Study 1 explores how perceived identity development opportunities within a students' academic major relate to their felt belonging. Study 2 shifts to perceptions of other academic majors and examines three possible cues to identity development opportunities that are hypothesized to vary across STEM and social sciences and humanities majors. Finally, Study 3 experimentally manipulates the presence of critically reflective and reflexive activities within introductory STEM courses. The value of considering social identity development affordances and motives in extending both goal congruity and identity development perspectives is discussed.
■590 ▼aSchool code: 0093.
■650 4▼aPsychology
■650 4▼aSocial psychology
■650 4▼aScience education
■653 ▼aSocial group
■653 ▼aGoal congruity
■653 ▼aIdentity development
■653 ▼aLGBTQ students
■653 ▼aMotivation
■653 ▼aSTEM education
■690 ▼a0621
■690 ▼a0714
■690 ▼a0451
■71020▼aIndiana University▼bPsychological & Brain Sciences.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161562▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
