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1.
Counterspaces in science, technology, engineering, and mathematics (STEM) are often considered “safe spaces” at the margins for groups outside the mainstream of STEM education. The prevailing culture and structural manifestations in STEM have traditionally privileged norms of success that favor competitive, individualistic, and solitary practices—norms associated with White male scientists. This privilege extends to structures that govern learning and mark progress in STEM education that have marginalized groups that do not reflect the gender, race, or ethnicity conventionally associated with STEM mainstream success, thus necessitating spaces in which the effects of marginalization may be countered. Women of color is one such marginalized group. This article explores the struggles of women of color that threaten their persistence in STEM education and how those struggles lead them to search out or create counterspaces. It also examines the ways that counterspaces operate for women of color in STEM higher education, particularly how they function as havens from isolation and microaggressions. Using a framework of Critical Race Theory (CRT) and intersectionality theory and drawing on interview data from 39 women of color about their STEM higher education experiences, we describe five ways in which counterspaces operate: in peer‐to‐peer relationships; mentoring relationships; national STEM diversity conferences; STEM and non‐STEM campus student groups; and STEM departments. Whereas most research has discussed counterspaces as racially or ethnically homogeneous social groups of peers at the margins, our research found that counterspaces vary in terms of the race/ethnicity, gender, and power levels of participants. We found that counterspaces can be physical settings, as well as conceptual and ideological. Additionally, we identified counterspaces both at the margins and at the center of STEM departments. Thus, our research expands the existing understanding of the types and functions of counterspaces and broadens the definition of what locations can be and should be considered counterspaces. © 2017 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. on behalf of National Association for Research in Science Teaching. J Res Sci Teach 55: 206–245, 2018  相似文献   

2.
As the United States population approaches a minority majority, the need to address educational inequities is intensified, especially for Latin@ students who are among the fastest growing ethnic minority group across the United States and at four-year colleges and universities. Concerns for educational equity also demand broadening participation of domestic under-represented groups in science, technology, engineering, and mathematics (STEM) fields. Informed by student-level data from six large, public, doctoral-granting, research-intensive universities located in the Midwest and Mid-Atlantic regions, we examine differences in STEM degree attainment among Latin@s at the intersections of race/ethnicity, gender, and socioeconomic status. The results support the need to target STEM intervention efforts to Latin@s by gender.  相似文献   

3.
We investigate the role of specialized science, technology, engineering, and mathematics (STEM) high schools in New York City (NYC) in promoting performance in science and mathematics and in closing the gender and race gaps in STEM subjects. Using administrative data covering several recent cohorts of public school students and a rich variety of high schools including over 30 STEMs, we estimate the effect of attending a STEM high school on a variety of student outcomes, including test taking and performance on specialized science and mathematics examinations. While comparisons of means indicate an advantage to attending a STEM school, more thorough analysis conditioning on a rich set of covariates, including previous grade test performance, reduces or eliminates this advantage. Females and males in STEMs do better than their counterparts in Non-STEMs, but the gender gap is also larger in these schools. We also find that the black-white and Hispanic-white gaps are smaller in STEM relative to Non-STEM schools across almost all outcomes, but the Asian-white gap, in contrast, is larger in STEMs relative to Non-STEMs.  相似文献   

4.
Individuals' math motivational beliefs are theorized to shape their STEM achievement and engagement in high school and beyond. Combining situated expectancy-value theory and intersectionality framework, the goals of this study were to (a) identify the unique patterns of U.S. high school students' math motivational beliefs, (b) examine differences in the patterns based on the intersection of gender and race/ethnicity, and (c) test the extent to which these patterns predicted differences in students' math achievement and classroom behavioral engagement for each of the gender by racial/ethnic groups. The current study included 16,120 high schoolers (50% female; 63% White, 17% Latina/o, 11% Black, and 9% Asian Americans; Mage = 14.46 at Grade 9) from the High School Longitudinal Study. There were six unique patterns of students' math motivational beliefs: Overall High, Above Average but not Identified, Identified but Average Value, Average, Low Identity, and Overall Low. Pattern membership at the intersection of gender and race/ethnicity showed nuances that could not be represented by gender or race/ethnicity alone; for example, male and female Asian American adolescents had similar patterns, but many male and female adolescents of other racial/ethnic groups had different patterns. Adolescents' math motivational belief patterns were associated with their Grade 11 math achievement and behavioral engagement even after controlling for prior math achievement and family socioeconomic status, and the associated varied by the gender and racial/ethnic groups.  相似文献   

5.
This study examined whether families’ conversational reflections after a STEM (science, technology, engineering, and mathematics)-related experience in a museum promoted learning transfer. 63 children (M = 6.93 years; 30 girls; 57% White, 17.5% Latinx, 8% Asian, 5% African American, 9.5% mixed, 3% missing race/ethnicity) and their parents received an engineering demonstration, engaged in a building activity, and either recorded a photo-narrative reflection about their building experience or not at the museum. Thirty-six of these families completed a building activity with different materials weeks later at home, and the majority (77%) evidenced learning transfer of the building principle demonstrated at the museum. Those who participated in the photo-narrative reflection at the museum also showed learning transfer by talking more about STEM during the home building activity.  相似文献   

6.
The authors of this exploratory study examine the influence of the Georgia science, technology, engineering, and mathematics (STEM) model; gender; race; and other achievement on elementary students’ science outcomes in Title I schools. Results of the study demonstrate that a positive relationship exists between students participating in a STEM-certified school and science achievement at the third-grade level (n = 339), and that race, gender, and mathematics and reading achievement did not significantly explain science achievement. At the Grade 5 level (n = 279), a negative relationship was found between science achievement and type of school, with students participating in STEM schools scoring lower than those students participating in non-STEM schools. Moreover, in Grade 5, the combination of demographic variables, race and gender, did significantly explain science achievement. The practical and empirical implications of the results are discussed.  相似文献   

7.
Using longitudinal administrative data to track student achievement and choice, we show how social conditioning shapes gender differences in the choice of STEM study fields, after controlling for prior achievement and socio-economic background. The male majority in advanced matriculation electives in mathematics, physics, and computer science, observed among students in Hebrew-language schools in Israel as in other Western societies, is reversed among Arab students, a society with markedly less gender equality. This greater representation of Arab female students in STEM study fields is only partially explained by the large gender gap favoring girls in eighth-grade mathematics and science achievement in Arabic-language schools. Much of the remaining difference in gender gaps can be traced to differences in the relationship between prior circumstance and choice between the two groups. This belies the notion of a congenital female aversion to traditionally male STEM subjects, and accords with previous findings that gender differences in preferences are greater in societies with greater gender equality. Following a cohort of eight-grade students to matriculation eliminates the selection bias that attenuates estimates of gender gaps in studies that analyze choices of college-bound students.  相似文献   

8.
Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project-based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi-experimental study with a sample of (N = 492) natural science and engineering students. STEM self-efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project-based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project-based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project-based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.  相似文献   

9.
Using student level data, the characteristics of STEM and Non-STEM students are examined for attributes associated with academic success. We use fixed effects models to analyze the variables’ role in attaining graduation and college GPA and find preparation and ability, as evidenced by Advanced Placement course work, mathematical ability, gender, ethnicity, high school GPA and college experience are all statistically significant indicators of success. These attributes may confer a comparative advantage to STEM students. The engineers have statistically significant differing response elasticities than the non-engineers, and show evidence of persistence that may arise from learning-by-doing. A successful engineering STEM major at Binghamton has good mathematics preparation, and disproportionately is of Asian ethnicity. Women are few in numbers as engineers. Other STEM fields see less emphasis on mathematics preparation, but more emphasis on the presence of AP course work. Women have the same presence in these other STEM fields as in the whole university.  相似文献   

10.
College students commonly have considerable course choice, and they can differ substantially in the proportion of their coursework taken at an advanced level. While advanced coursework is generally viewed as a desirable component of a student's education, research has rarely explored differences in student course‐taking patterns as a measure of academic success in college. We examined the relationship between the SAT, high school grade point average (HSGPA), and the amount of advanced coursework taken in a sample of 62 colleges and 188,985 students. We found that both the SAT and HSGPA predict enrollment in advanced courses, even after controlling for advanced placement (AP) credits and demographic variables. The SAT subtests of Critical Reading, Writing, and Math displayed differential relationships with advanced course‐taking dependent on student major. Gender and race/ethnicity were also related to advanced course‐taking, with women taking more advanced courses in all major categories except for science, technology, engineering, and mathematics (STEM) where they took fewer, even after controlling for other variables. Socioeconomic status had a negligible relationship with advanced course‐taking. This research broadens our understanding of academic achievement in college and the goals of admissions in higher education.  相似文献   

11.
ABSTRACT

The curriculum, Hot Wheels Speedometry (Mattel, El Segundo, CA, USA), was designed to align with the Next Generation Science Standards for science and the Common Core State Standards for mathematics. Our objective was to develop, implement, and evaluate the impact of this integrated science, technology, engineering, and mathematics (STEM) curriculum on students' knowledge, interest, and engagement. The authors conducted the study in a district where students were predominantly from communities under-represented in STEM fields. The findings indicate that student individual interest developed. Furthermore, students demonstrated affective, behavioral, and cognitive engagement along their progression of interest development. The study shows promise for the development of interest and engagement in under-represented groups through the use of an integrated STEM curriculum.  相似文献   

12.
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13.
Book Reviews     
ABSTRACT

Student foundational knowledge of science, technology, engineering, and mathematics (STEM) is formed in their elementary education. Paradoxically, many elementary teachers have constrained background knowledge, confidence, and efficacy for teaching STEM that may hamper student STEM learning. The association between teacher preparation to teach STEM and student achievement in STEM motivated the authors' professional development program. The authors created and implemented a professional development program to address K–5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM. Using data from 2 independent cohorts the authors found significant and consistent increases in pre- to postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM. Further, they found increased participant attention toward linking STEM curriculum and instruction to learning standards. Implications and suggestions for future research are discussed.  相似文献   

14.
ABSTRACT

This study used Early Childhood Longitudinal Study–Kindergarten Cohort data to examine influences of the home and classroom learning environments on kindergarten mathematics achievement of Black, Latino, and White children. Regardless of race/ethnicity, children who started kindergarten proficient in mathematics earned spring scores about 7–8 points higher. There was significant variability in the home and classroom learning environments of Black, Latino, and White children and associations with these children's mathematics scores. Nevertheless, reading at home was a significant predictor for spring mathematics scores for all groups. If children started kindergarten proficient in mathematics, the Latino-White mathematics gap, after controlling for home and classroom factors and other covariates, was no longer significant. However, the Black–White mathematics gap remained significant. If children did not start kindergarten proficient in mathematics, both the Latino–White and Black–White mathematics gaps remained significant.  相似文献   

15.
Subject-specific self-efficacy is a measure of confidence in one’s own ability to complete tasks related to that subject. This confidence does not necessarily reflect actual ability in the subject and can be an over- or underestimate of true ability. We use nationally representative samples of 15-year-old students from the US to measure the degree of over-/under-confidence in mathematics and science, and explore its relationship with student demographic characteristics such as gender, grade and race. Our results suggest that white students consistently underestimate their ability, whereas black and Hispanic students consistently overestimate it. This pattern in over-/under-confidence persists even after controlling for student and school level differences. Implications are discussed.  相似文献   

16.
There is a need to identify students' early attitudes toward mathematics and science to better support their long-term persistence in science, technology, engineering, and mathematics (STEM) careers. Seventh graders from a nationally representative sample (N = 2,861) were classified based on their responses to questions about their attitudes toward mathematics and science using latent class analysis. Four distinct groups of students that differed in terms of their attitudes were identified. There were relationships between attitudinal group membership, demographic characteristics, mathematics and science achievement, and STEM career attainment. Females and underrepresented minorities were more likely to be in the positive attitude group. However, despite these early positive attitudes, females and underrepresented minorities were less likely to be employed in a STEM career some 20 years later. Information about student interests organized in this manner can be used to better target specific interventions to support and encourage persistence in STEM careers.  相似文献   

17.
We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross‐classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college.  相似文献   

18.
Underrepresented populations such as women, African-Americans, and Latinos/as often come to STEM (science, technology, engineering, and mathematics) careers by less traditional paths than White and Asian males. To better understand how and why women might shift toward STEM, particularly computer science, careers, we investigated the education and career direction of afterschool facilitators, primarily women of color in their twenties and thirties, who taught Build IT, an afterschool computer science curriculum for middle school girls. Many of these women indicated that implementing Build IT had influenced their own interest in technology and computer science and in some cases had resulted in their intent to pursue technology and computer science education. We wanted to explore the role that teaching Build IT may have played in activating or reactivating interest in careers in computer science and to see whether in the years following implementation of Build IT, these women pursued STEM education and/or careers. We reached nine facilitators who implemented the program in 2011–12 or shortly after. Many indicated that while facilitating Build IT, they learned along with the participants, increasing their interest in and confidence with technology and computer science. Seven of the nine participants pursued further STEM or computer science learning or modified their career paths to include more of a STEM or computer science focus. Through interviews, we explored what aspects of Build IT influenced these facilitators’ interest and confidence in STEM and when relevant their pursuit of technology and computer science education and careers.  相似文献   

19.
This paper offers a study of a Saturday science-activity club for young secondary school aged girls, in Cardiff, UK. It provides a critical analysis of interactions between group participants and their mentors in building an equitable and experiential learning zone for the promotion of science, technology, engineering and mathematics (STEM) as subject and occupational choices. This study explores how science outreach programmes for young women represent a form of gender re-education, reconfiguring and redefining gender identities in science. We consider how an informal, experiential learning programme scaffolds female learners in discovering the confidence to negotiate multiple iterations of STEM, and in developing an ability to celebrate gender difference and the multiple roles of women to science.  相似文献   

20.
More women are now entering male-dominated fields, yet, science, technology, engineering, and mathematics (STEM) remain dominated by men. We examined the association between boys’ and girls’ STEM choices after secondary education and friends’ gender norms, and whether pressure to conform to traditional gender norms differs depending on the gender composition of the friend group. Drawing on 3 waves of longitudinal data (N?=?744) from the Netherlands, our sample consists of adolescents in STEM trajectories in secondary education. Their retention in STEM after secondary education gives us a better understanding of gender-specific “leakage” from the STEM pipeline. We found that girls’ likelihood of choosing STEM decreased drastically when friends had more traditional gender norms. Friends with traditional gender norms had less effect on boys. Nonetheless, boys with only same-sex friends were more likely to enter STEM. Our findings indicate that an environment with gender-normative ideas pushes girls out of the STEM pipeline.  相似文献   

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