Persitence of Interest in Science, Technology, Engineering, and Mathematics: A Minority Retention Study

White, Jeffry L.; Altschuld, James W.; Lee, Yi Fang

doi:10.1615/jwomenminorscieneng.v12.i1.40

Cited by 19 publications

(10 citation statements)

References 32 publications

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“…Adaptive expertise makes use of innovation and is directly opposite of 'inert' knowledge that more traditional teaching methods produce (Bereiter & Scardamalia, 1985;Gick & Holyoak, 1980;Martin, Rivale, & Diller, 2007;Perfetto, Bransford, & Franks, 1983;Whitehead, 1929). HPL and the Legacy Cycle also readily support the elements recommended for retention of underrepresented students in the STEM disciplines (Altschuld & White, 2006).…”

Section: University Of Arizona -Environmentalmentioning

confidence: 93%

Impact of RET Teacher-Developed Curriculum Units on Classroom Experiences for Teachers and Students

Klein-Gardner¹,

Johnston²,

Benson³

2012

JPEER

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This phenomenological study examined the impact of Research Experiences for Teachers (RET) teacherdeveloped curriculum on teaching styles and strategies at two RET sites with common Legacy Cycle training. The study was conducted to assess and document program-specific and National Science Foundation (NSF) goals related to classroom practices and outcomes. We set out to define how the RET program influenced teachers' teaching style and strategies and how teachers' new curriculum from the RET program affected students. Twenty-seven science and math teachers participated in interviews at the end of their summer research experience, and twenty of these teachers participated in interviews after teaching their Legacy Cycle module during the academic year. These interviews were coded for themes and subthemes relating to teachers' teaching styles and their effects on students. Teachers used real-world contexts within their Legacy Cycle curricula and thus began to teach in interdisciplinary ways, exposing students to engineering in the process. According to their teachers, students enjoyed learning with the Legacy Cycle curricula. They took a more active role in the classroom, leading them to be better able to apply their new knowledge. Using the Legacy Cycle as a pedagogical approach in an RET program leads to instructional materials that integrate teachers' research while maintaining use of state and national standards. Teachers perceived that student enjoyment of, and engagement in, the material increased, while also exposing them to engineering.

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Section: University Of Arizona -Environmentalmentioning

confidence: 93%

Impact of RET Teacher-Developed Curriculum Units on Classroom Experiences for Teachers and Students

Klein-Gardner¹,

Johnston²,

Benson³

2012

JPEER

View full text Add to dashboard Cite

show abstract

“…Previous studies have identified a number of factors that contribute to the retention of undergraduates in 4-year colleges and universities in general (see for example Nora, Barlow, & Crisp, 2005;Tinto, 1993;Titus, 2004Titus, , 2006 and STEM fields in particular (Daempfle, 2003;Elliott, Strenta, Adair, Matier, & Scott, 1996;Grandy, 1998;Seymour & Hewitt, 1997;White, Altschuld, & Lee, 2006). Some of the factors that have been shown to contribute to STEM retention include students' high school academic preparation (Elliott et al, 1996), freshmen academic performance and enrollment in "gatekeeper" courses (Crisp, Nora, & Taggart, 2009), personal contact with faculty (Daempfle, 2003), degree of racial isolation (Seymour & Hewitt, 1997), exposure to racial minority support systems (Grandy, 1998), and an institution's level of selectivity (Chang, Cerna, Han, & Sáenz, 2008;Chang et al, 2011;Espinosa, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

et al. 2014

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This longitudinal study examined factors that contribute to the persistence of underrepresented racial minority (URM) undergraduates in STEM fields. The primary source of data came from the Cooperative Institutional Research Program's 2004 The Freshman Survey (TFS) and 2008 College Senior Survey (CSS). The sample included 3,670 students at 217 institutions who indicated on the TFS that they intended to major in a STEM field, 1,634 of whom were underrepresented minority (URM) students. Findings indicate that Black and Latino undergraduates were significantly less likely to persist in STEM majors than were their White and Asian American counterparts. Background characteristics and college experiences moderated this race effect, suggesting both that pre‐college factors may explain some of the observed racial disparities and that individual institutions can take more concrete actions to improve science achievement. Findings from the follow‐up analysis of the sample of URMs suggest that institutions can improve URM STEM persistence by increasing the likelihood that those students will engage in key academic experiences: studying frequently with others, participating in undergraduate research, and involvement in academic clubs or organizations. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 555–580, 2014

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“…The two stances overlap in the value of interaction in the retention equation. For example, for many students, good interaction with faculty enhances the likelihood of remaining in school [44]- [47]. Students perceive it as having higher importance.…”

Section: Retention Theorymentioning

confidence: 99%

“…Using this model, White and colleagues [73] studied persistence in the STEM disciplines [74]- [76] and fouind it to be highly predictive with persisters and applicable with women on several points. First, anyone opting for the intensity of study in STEM would be anticipated to have a corresponding high interest in the related course work.…”

Section: Figure 1conceptual Modelmentioning

confidence: 99%

The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

White¹,

Massiha

2016

IJERE

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<p>Women make up 47% of the total U.S. workforce, but are less represented in engineering, computer sciences, and the physical sciences. In addition, race and ethnicity are salient factors and minority women comprise fewer than 1 in 10 scientist or engineer. In this paper, a review of the literature is under taken that explores the many challenges women encounter when pursing a career in the sciences. It includes a review of the national landscape and discussion of the guiding general retention theories. Finally it proposes a conceptual framework for persistence and proffers a number of research questions designed to delve deeper into the under representation phenomenon.</p>

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Persitence of Interest in Science, Technology, Engineering, and Mathematics: A Minority Retention Study

Cited by 19 publications

References 32 publications

Impact of RET Teacher-Developed Curriculum Units on Classroom Experiences for Teachers and Students

Impact of RET Teacher-Developed Curriculum Units on Classroom Experiences for Teachers and Students

What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups

The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

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