共查询到20条相似文献，搜索用时 15 毫秒
1.
Svetlana Chachashvili-Bolotin Marina Milner-Bolotin Sabina Lissitsa 《International Journal of Science Education》2016,38(3):366-390
Based on the Social Cognitive Career Theory (SCCT), the study aims to investigate factors that predict students’ interest in pursuing science, technology, engineering, and mathematics (STEM) fields in tertiary education both in general and in relation to their gender and socio-economic background. The results of the analysis of survey responses of 2458 secondary public school students in the fifth-largest Israeli city indicate that STEM learning experience positively associates with students’ interest in pursuing STEM fields in tertiary education as opposed to non-STEM fields. Moreover, studying advanced science courses at the secondary school level decreases (but does not eliminate) the gender gap and eliminates the effect of family background on students’ interest in pursuing STEM fields in the future. Findings regarding outcome expectations and self-efficacy beliefs only partially support the SCCT model. Outcome expectations and self-efficacy beliefs positively correlate with students’ entering tertiary education but did not differentiate between their interests in the fields of study. 相似文献
2.
Using data from three waves of longitudinal surveys of the 2001 freshman cohort of the Gates Millennium Scholars (GMS) program,
this study examined linkages between student engagement in college activities and early career earnings in the labor market.
The results indicated that social engagement was positively related to early career earnings of college graduates while academic
engagement was not. When considering students who majored in STEM fields versus those in non-STEM fields, results showed academic
engagement to be positively related to early career earnings for non-STEM students but slightly negatively related to earnings
in the labor market for STEM students. Social engagement was positive for graduates in the STEM fields but not significant
for non-STEM students. Altogether, results show a complex relationship between student engagement and early career earnings.
Implications for research and institutional policy are discussed. 相似文献
3.
Around the world, there is a growing interest in integrated STEM (science, technology, engineering, mathematics) education. Many of the calls for integrated STEM emphasize the need for students to engage with complex STEM problems that cut across multiple fields. Yet there is a need to clarify the nature of those problems and differentiate STEM problems from those of different kinds. This conceptual work examines the nature of STEM problems in order to inform pre-college educational efforts in STEM. A typology is introduced that situates STEM problems within a broader space of problems within STEM and non-STEM fields, and the characteristics of STEM problems are described. The typology and characteristics are then applied to different approaches to STEM instruction. A key conclusion is that many integrated STEM education efforts tend to focus on STEM problems that are narrowly framed and that do not include attention to social, cultural, political, or ethical dimensions. However, alternative instructional approaches exist that re-introduce those missing dimensions. If STEM education is to prepare students to grapple with complex problems in the real world, then more attention ought to be given to approaches that are inclusive of the non-STEM dimensions that exist in those problems.
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5.
This paper examines the impact of stricter high school math requirements on the likelihood of completing a degree in STEM fields. Exploiting cross-state variation in the timing of math reforms, I find that stricter math curriculum requirements significantly increased the proportion of the college-educated population earning a STEM degree. Within STEM, the increases in degree completion are concentrated in math and science while there is little discernible impact in technology and engineering. Further analysis suggests that high school graduation, college attendance, and overall degree completion are largely unaffected by the implementation of math reforms. Instead, stricter math curriculum requirements appear to have shifted some students away from non-STEM fields into STEM fields. 相似文献
6.
Natasha Codiroli Mcmaster 《British Journal of Sociology of Education》2019,40(3):357-377
Prior research has shown that students from less educated families are less likely to study both science, technology, engineering and mathematics (STEM) subjects and arts and humanities subjects. This article used a large representative sample of university students in England to explore the relationship between students’ enjoyment, perception of ability and socio-economic disparities in subject choices. Although these attitudes differed by students’ parents’ education level, and were associated with subject choices, disparities in choices persisted when accounting for these differences. Students with less educated parents were less likely to choose arts and humanities and more likely to study social sciences, law and business, over STEM, even when their enjoyment and perception of ability in subjects were similar. Students whose parents had higher levels of education were more likely to choose STEM over arts and humanities as their enjoyment of STEM increased, suggesting different underlying processes informing student choices by social background. 相似文献
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8.
Class size is a first-order consideration in the study of education cost and effectiveness. Yet little is known about the effects of class size on student outcomes in online college classes, even though online courses have become commonplace in many institutions of higher education. We study a field experiment in which college students were quasi-randomly assigned to either regular sized classes or slightly larger classes. Regular classes had, on average, 31 students and treatment classes were, on average, ten percent larger. The experiment was conducted at DeVry University, one of the nation's largest for-profit postsecondary institutions, and included over 100,000 student course enrollments in nearly 4,000 classes across 111 different undergraduate and graduate courses. We examine class size effects on student success in the course and subsequent persistence in college. We find little evidence of effects on average or for a range of course types. Given the large sample, our estimates are precise, suggesting that small class size changes have little impact in online settings. 相似文献
9.
Does the timing of tracking affect higher education completion? 总被引：1，自引：0，他引：1
This paper investigates the effect of the timing of tracking on completion of higher education by exploiting unique variation from the Dutch education system. At the age of 12 Dutch students can enrol in tracked schools or in comprehensive schools. The comprehensive schools postpone enrolment into tracked classes by one or two years. OLS- and IV-estimates, using regional variation in the supply of schools as instruments, show that early tracking has a detrimental effect on completion of higher education for students at the margin of the Dutch high and low tracks. The negative effects of early tracking are larger for students with relatively high ability or students with a higher socioeconomic background. In addition, we find no negative effects of comprehensive classes on higher ability students. These results suggest that increasing participation in comprehensive classes would increase graduation from higher education. 相似文献
10.
Socio-economic status,cultural diversity and the aspirations of secondary students in the Western Suburbs of Melbourne,Australia 总被引：1，自引：0，他引：1
Using data from a recent survey of Australian secondary students, we find that those from higher socio-economic backgrounds
are more likely to aspire to attend university. The same can be said for students who do not speak English at home. We find
that students with an ethnic minority background are more likely to perceive higher levels of support from parents. However,
we find that all students believe they receive encouragement from their parents to do well at school (rather than discouragement
or disinterest), and that there is little difference in the level of importance placed on the views of parents between students
from English and non-English speaking background. While interest in university education is strong across all socio-economic
groups, particularly for students who do not speak English at home, there is a considerable gap between aspirations and enrolment
levels. We suggest that this ‘aspirations gap’ is larger for students from low socio-economic backgrounds. This analysis also
supports growing evidence that the postcode methodology for allocating socio-economic status to individuals is unreliable. 相似文献
11.
This paper studies gender differences in college applications in Chile. We use the revealed preferences of students for college major choice by taking advantage of Chile’s Centralized Admission System, and estimate a nested logit model to predict the first preference of applicants. We find that males apply to selective programs even when they are marginal candidates, while equally qualified female candidates tend to apply less often to these programs. Using counterfactual exercises, we conclude that to successfully address the gender gap, along with promoting females’ participation in STEM careers, we must increase males’ willingness to consider non-STEM fields. Closing the gender gap does not imply a loss in terms of talent distribution by area of knowledge. 相似文献
12.
Bayer Corporation 《Journal of Science Education and Technology》2014,23(5):617-623
A major debate is currently underway in the USA about whether there is, in fact, a science, technology, engineering and mathematics (STEM) workforce shortage in the country or not. This is the subject of the Bayer Facts of Science Education XVI: US STEM Workforce Shortage—Myth or Reality? Fortune 1000 Talent Recruiters on the Debate. An ongoing public opinion research project commissioned by Bayer Corporation, the Bayer Facts surveys examine US STEM education, diversity and workforce issues. The 16th in the series, the newest survey asks talent recruiters at some of the country’s largest employers—those included in the Fortune 1000—to weigh in on current and future demand for new hires with 2- and 4-year STEM degrees. As professionals responsible for scouting, recruiting and hiring talent at Fortune 1000 companies, both STEM and non-STEM alike, these individuals are on the frontlines, tasked with assessing and filling their companies’ workforce needs. The survey asks the recruiters whether new hires with 2- and 4-year STEM degrees are as, more or less in demand than their peers without STEM degrees? Are more new STEM jobs being created at their companies than non-STEM jobs? Can they find adequate numbers of qualified candidates in a timely manner and how fierce is the competition for STEM degree holders? To answer these and other questions, the survey polled 150 talent recruiters at Fortune 1000 companies, both STEM and non-STEM alike. The survey also asks the recruiters about diversion in STEM, workforce diversity in the pipeline, the role of community colleges in developing the STEM pipeline and the desired skills and competencies of new hires. 相似文献
13.
Hyewon Jang 《Journal of Science Education and Technology》2016,25(2):284-301
Gaps between science, technology, engineering, and mathematics (STEM) education and required workplace skills have been identified in industry, academia, and government. Educators acknowledge the need to reform STEM education to better prepare students for their future careers. We pursue this growing interest in the skills needed for STEM disciplines and ask whether frameworks for 21st century skills and engineering education cover all of important STEM competencies. In this study, we identify important STEM competencies and evaluate the relevance of current frameworks applied in education using the standardized job-specific database operated and maintained by the US Department of Labor. Our analysis of the importance of 109 skills, types of knowledge and work activities, revealed 18 skills, seven categories of knowledge, and 27 work activities important for STEM workers. We investigate the perspectives of STEM and non-STEM job incumbents, comparing the importance of each skill, knowledge, and work activity for the two groups. We aimed to condense dimensions of the 52 key areas by categorizing them according to the Katz and Kahn (1978) framework and testing for inter-rater reliability. Our findings show frameworks for 21st century skills and engineering education do not encompass all important STEM competencies. Implications for STEM education programs are discussed, including how they can bridge gaps between education and important workplace competencies. 相似文献
14.
First-generation college students (FGCSs) are a growing population in undergraduate education. Research on FGCS primarily focuses on the challenges and barriers they encounter in college. While important, this literature offers a limited view of FGCS as learners. Moreover, minimal literature has examined these students' lived experiences within sciences, technology, engineering, and mathematics (STEM). This study explores the learning experiences of FGCS (N = 17) in undergraduate STEM programs at a mid-sized, private, predominantly white institution. Guided by the frameworks of intersectionality and social cognitive career theory, the researchers utilized a qualitative, phenomenological research methodology to hear the perspectives of FGCS to and to identify problematic higher educational structures in STEM. Findings point to an elitist stance underlying STEM programs based in general disciplinary norms that restricted FGCS access to STEM majors and careers across social, academic, and professional elements of the academic experience. FGCS who were multiply minoritized based upon race, gender, and social class experienced the compounding of marginalization, and academic success and persistence came at a personal cost. Students also reported relying predominantly on personal strengths and motivations to overcome elitism in STEM rather than on institutional supports. Findings also highlight the variation in the first-generation experience and identify the unique barriers FGCS encounter within STEM fields. Implications for dismantling inequitable structures for higher education in STEM attending to the social, academic, and professional inclusion of FGCS. 相似文献
15.
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
16.
Yoga programs within schools have become more widespread but research regarding the potential effect on academic achievement remains limited. This study cluster‐randomized 112 students within a single New York City public high school to participate in either school‐based yoga or physical education (PE) for an entire academic year. The primary outcome was mean annual grade point average (GPA). Psychosocial variables (self‐regulation, executive function, well‐being, and mindfulness) were examined as mediators. The study's primary hypothesis that yoga would improve academic performance was not supported by intent to treat analysis; however, a significant interaction was observed between class assignment and class participation. Among students with higher participation, those assigned to yoga classes had a significantly higher GPA. For example, at 49 classes of participation for both groups, students assigned to yoga classes had an estimated 2.70 higher mean GPA (effect size = 0.31) than students assigned to PE. 相似文献
17.
Lynnette Michaluk Rachel Stoiko Gay Stewart John Stewart 《Journal of Science Education and Technology》2018,27(2):99-113
Elementary teachers often hold inaccurate beliefs about the Nature of Science (NoS) and have negative attitudes toward science and mathematics. Using a pre-post design, the current study examined beliefs about the NoS, attitudes toward science and mathematics, and beliefs about the teaching of mathematics and science in a large sample study (N = 343) of pre-service teachers receiving a curriculum-wide intervention to improve these factors in comparison with Science, Technology, Engineering, and Mathematics (STEM) and non-STEM majors in other physics courses (N = 6697) who did not receive the intervention, over a 10-year period. Pre-service teachers evidenced initially more negative attitudes about mathematics and science than STEM majors and slightly more positive attitudes than non-STEM majors. Their attitudes toward mathematics and science and beliefs about the NoS were more similar to non-STEM than STEM majors. Pre-service teachers initially evidenced more positive beliefs about the teaching of mathematics and science, and their beliefs even increased slightly over the course of the semester, while these beliefs in other groups remained the same. Beliefs about the NoS and the teaching of mathematics and science were significantly negatively correlated for STEM and non-STEM majors, but were not significantly correlated for pre-service teachers. Beliefs about the NoS and attitudes toward mathematics and science were significantly positively correlated for both pre-service teachers and STEM students pursing the most mathematically demanding STEM majors. Attitudes toward science and mathematics were significantly positively correlated with accurate beliefs about the teaching of mathematics and science for all student groups. 相似文献
18.
It is widely acknowledged that our public schools have failed to produce sufficient levels of high quality STEM education. The mathematics and science performance of minority and disadvantaged students has been especially troubling with blacks and Hispanics substantially underrepresented in the STEM labor market. In this paper we examine the impacts of a STEM enhancement program called Nurture thru Nature (NtN) on the cognitive (academic grades) and soft skills development of 139 elementary school students who attended the program over an eight year period (2010–2017). Utilizing a randomized experimental design or RCT with a control group of 491 elementary school students, we find that NtN slows the deterioration in students’ math and science grades relative to controls and improves soft skills such as conscientiousness, higher order thinking, empathy, and pro-social behavior. 相似文献
19.
We study the impact of higher education financing on the academic aspirations of teenagers and their parents. We exploit a reform which introduced a large increase in the tuition fees universities can charge, more generous support for the poorest students and a more redistributive student loan system, and varied across the UK’s constituent countries. Using rare survey data on post compulsory secondary and university education aspirations, we find that teenagers’ aspirations are not responsive to large changes in higher education financing. In contrast, parents adjust their aspirations, resulting in a reduction of the socio-economic aspiration gap for their children. 相似文献
20.
Carlos Lopez 《Community College Journal of Research & Practice》2013,37(3):168-182
ABSTRACTThere are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution. 相似文献