How Does Applied STEM Coursework Relate to Mathematics and Science Self-Efficacy Among High School Students? Evidence from a National Sample.

Sublett, Cameron; Plasman, Jay Stratte

doi:10.21061/jcte.v32i1.1589

Cited by 16 publications

(14 citation statements)

References 32 publications

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“…With regard to the quantity of CTE offerings, researchers concluded that access to work-based internships and apprenticeships is distributed inequitably across students (Cox et al, 2015;Evan et al, 2013;Fletcher & Cox, 2012). In addition, CTE program offerings need to be better aligned with the labor market so that they connect students with higher paying jobs (Sublett & Griffith, 2019) and match employer demand (Mezera & Suffren, 2018). Furthermore, an emerging trend of CTE programs relies solely on GPA and test scores for admissions, and this trend serves as a barrier to access for underrepresented groups (Gerwetz, 2017).…”

Section: The Extent To Which Students From Historically Marginalized Groups Receive Equal Treatment With Respect To the Quality And Quantmentioning

confidence: 99%

“…Feelings of self-efficacy in math and science may also be directly related to self-efficacy in career decision-making (Austin, 2010). Sublett and Plasman (2018) examined disaggregated outcomes with respect to social and emotional outcomes, finding that applied STEM coursework led to both math and science self-efficacy-except for girls and students with disabilities. An MDRC report argued there are additional equity concerns at the intersection of social and emotional outcomes and CTE as underfunded schools are less able to provide students with mentoring or training in soft skills (Rosen & Molina, 2019).…”

Section: Equal Educational Opportunitymentioning

confidence: 99%

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Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review

Kim

Flack

Parham

et al. 2021

Review of Educational Research

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Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.

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Section: The Extent To Which Students From Historically Marginalized Groups Receive Equal Treatment With Respect To the Quality And Quantmentioning

confidence: 99%

Section: Equal Educational Opportunitymentioning

confidence: 99%

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review

Kim

Flack

Parham

et al. 2021

Review of Educational Research

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“…Research on educational climates and applied STEM coursework also support the benefits of active over passive learning environments (McNeil, 2000;Thapa et al, 2012;Sublett, and Plasman, 2017). Educational climate research emphasizes that students experience superior short-term and long-term outcomes when embedded in supportive, cooperative, and respectful educational environments, where students are encouraged to actively participate in the learning process (Thapa et al, 2012).…”

Section: Active Learningmentioning

confidence: 99%

“…Educational climate research emphasizes that students experience superior short-term and long-term outcomes when embedded in supportive, cooperative, and respectful educational environments, where students are encouraged to actively participate in the learning process (Thapa et al, 2012). Research on applied STEM courses highlight how hands-on learning opportunities help contextualize more abstract STEM concepts in real-world settings, which promote academic engagement and reduces anxiety (Bozick et al, 2014;Sublett, and Plasman, 2017). Finally, a meta-analysis of 225 studies that directly compared the performance of students participating in active versus passive (traditional) STEM courses showed that not only does active learning significantly improve student performance, students in active learning settings were 1.5 times more likely to pass STEM courses (Freeman et al, 2014).…”

Section: Active Learningmentioning

confidence: 99%

“…In high school, STEM participation is pivotal for long-term STEM engagement (Alkhasawneh and Hargraves, 2014;Chang, et al, 2014;Lee and Luykx, 2006;Mendez, Buskirk, Lohr, and Haag, 2008;Shaw, and Barbuti, 2010;Terenzini and Pascarella, 1980;Wang, 2013), but most students in the United States report a relative dislike and avoidance of STEM by high school (Chen and Soldner, 2013). Low STEM engagement during high school is believed to be caused by inadequate exposure to varied STEM materials (Kuchynka, Gates, and Rivera, 2020) and a lack of applied STEM courses that bridge abstract concepts to real-world applications (Bozick et al, 2014;Sublett, and Plasman, 2017). Furthermore, because they are more likely to attend high schools with inadequate resources (Duncombe and Cassidy, 2016) and encounter cultural stereotypes that undermine their STEM competence (Dasgupta, 2011), URG students are at an increased risk for avoiding versus approaching STEM during high school.…”

Section: Stem Educational Interventions: High School and Community Collegementioning

confidence: 99%

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Developing Self-Efficacy and Behavioral Intentions Among Underrepresented Students in STEM: The Role of Active Learning

et al. 2021

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Increasing academic participation among students from ethnic-racial underrepresented groups in STEM yields societal benefits including ameliorating economic ramifications of the labor shortages in STEM, improving scientific innovation, and providing opportunity, access, and participation in high-status STEM fields. Two longitudinal studies with students from underrepresented groups investigated the role of active learning interventions in the development of STEM self-efficacy and intentions to pursue STEM in the future. Study 1 longitudinally tracked high school students participating in a 4-week geoscience program that applied active learning techniques ranging from hands on experiments to peer discussion. High school student participants displayed increases in self-efficacy and STEM intentions from the start to completion of the program, an effect that was observed exclusively among those who reported strong program quality. Study 2 examined the role of mentorship effectiveness with a sample of community college STEM students interested in transferring to a 4-year college. Students’ relatively strong self-efficacy and STEM intentions at the start of the semester remained stable through the end of the semester. Altogether, the present research highlights the role of positive, inclusive educational climates in promoting STEM success among students from underrepresented group members.

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Exploring the role of high school engineering courses in promoting science attitudes for students with learning disabilities

Plasman,

Gottfried,

Oskay

2023

J Res Sci Teach

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Demand for engineering‐interested and proficient high school graduates continues to grow across the nation. However, there remains a severe gap in college participation and employment in engineering fields for students with learning disabilities (SWLDs). One potential way to encourage SWLDs to consider engineering as a profession and promote the development of key science attitudes may be through engineering and technology career and technical education (E‐CTE) coursework. In this study, we address the following research questions: Do SWLDs take E‐CTE courses in the early years of high school at different rates compared to students without learning disabilities? What is the relationship between early E‐CTE coursetaking and science attitudes (self‐efficacy, utility, identity), and does this differ for students with and without learning disabilities? How do specific engineering career expectations change with respect to enrollment in early E‐CTE coursework, and do these differ for students with and without learning disabilities? We utilize the High School Longitudinal Study of 2009 (HSLS) to respond to the research questions through moderation models and a student fixed effects methodology. Ultimately, we found no evidence of SWLD underrepresentation in E‐CTE in high school. However, SWLDs were expected to benefit more than the general population from E‐CTE participation with respect to higher levels of science self‐efficacy and science identity. Implications from these findings include how to encourage persistence along the engineering pathway, the growth of career pathway policies at the state level, and how to incorporate E‐CTE practices in academic courses.

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How Does Applied STEM Coursework Relate to Mathematics and Science Self-Efficacy Among High School Students? Evidence from a National Sample.

Abstract: Abstract

Cited by 16 publications

References 32 publications

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review

Developing Self-Efficacy and Behavioral Intentions Among Underrepresented Students in STEM: The Role of Active Learning

Exploring the role of high school engineering courses in promoting science attitudes for students with learning disabilities

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