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- All Subjects: science education
- Creators: Appleton, Nicholas
Description
An underrepresentation of females exists in the STEM fields. In order to tackle this issue, work begins early in the education of young women to ensure they are interested and have the confidence to gain a career in the STEM fields. It is important to engage girls in STEM opportunities in and out of school to ignite their interest and build their confidence. Brigid Barron's learning ecology perspective shows that girls pursuing STEM outside of the classroom is critical to their achievement in the STEM pipeline. This study investigated the impact after-school STEM learning opportunities have on middle school girls by investigating (a) how the length of engagement in after-school programs can affect the confidence of female students in their science and math abilities; (b) how length of engagement in after-school programs can affect the interest of female students in attaining a career in STEM; (c) how length of engagement in after-school programs can affect interest in science and math classes; and (d) how length of engagement can affect how female students' view gender parity in the STEM workforce. The major findings revealed no statistical significance when comparing confidence in math or science abilities or the perception that gender plays a role in attaining a career in STEM. The findings revealed statistical significance in the areas when comparing length of engagement in the girls' interest in their math class and attaining a career in three of the four STEM fields: science, technology, and engineering. The findings showed that multiple terms of engagement in the after-school STEM programs appear to be an effective catalyst to maintain the interest of girls pursuing STEM-related careers, in addition to allowing their interest in a topic to provide a new lens for the way they see their math work during the school day. The implications of this study show that schools must engage middle school girls who are interested in STEM in a multitude of settings, including outside of the classroom in order to maintain engagement in the STEM pipeline.
ContributorsCupp, Garth Meichel (Author) / Spencer, Dee Ann (Thesis advisor) / Appleton, Nicholas (Committee member) / Schauer, David K (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and policy makers. Despite indicators of progress for women and girls on some measures of achievement, course enrollment patterns, and employment, fewer women than men pursue college degrees and careers in science, technology, engineering, and mathematics. According to the results of national assessments, the gender gap in science achievement begins to be evident in the middle school years. Gender and school science achievement involve a complex set of factors associated with schools and child/family systems that may include school leadership, institutional practices, curriculum content, teacher training programs, teacher expectations, student interests, parental involvement, and cultural values. This ethnographic case study was designed to explore the context for science education reform and the participation of middle school girls. The study analyzed and compared teaching strategies and female student engagement in sixth, seventh, and eighth grade science classrooms. The setting was a middle school situated in a district that was well-known for its achievement in reading, math, and technology. Findings from the study indicated that while classroom instruction was predominantly organized around traditional school science, the girls were more disciplined and outperformed the boys. The size of the classrooms, time to prepare for hands-on activities, and obtaining resources were identified as barriers to teaching science in ways that aligned with recent national science reform initiatives. Parents who participated in the study were very supportive of their daughters' academic progress and career goals. A few of the parents suggested that the school's science program include more hands-on activities; instruction designed for the advanced learner; and information related to future careers. Overall the teachers and students perceived their science program to be gender fair. Eighth grade participants who had career goals related to science and engineering, indicated that their science instruction did not provide the rigor they needed to improve their critical skills for advanced placement in high school. Recommendations include the need for professional development on inquiry-based science, equitable student achievement, and diverse perspectives in science education.
ContributorsSmiley, Bettie (Author) / Powers, Jeanne M. (Thesis advisor) / Appleton, Nicholas (Committee member) / Macey, Donna (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT
This study identified the influences and processes of the dissertation completers, currently enrolled students, and non-completers of four cohorts (59 participants) in the Ed.D. administration program. The research questions sought answers as to why some students completed their dissertations and why some did not, the processes in completing a dissertation, and what should be included in a doctoral guide for completing the dissertation. The participants of this study were Ed.D. administration doctoral students in the field of educational leadership from a southwestern university. The job titles of the participants ranged from teacher to superintendent. The participants started the three-year doctoral program in the years 2004, 2005, 2006, or 2007. They were between the ages of 24 and 63. Survey Monkey provided the opportunity to request answers to different questions depending on the dissertation status—enrollee, completer, or non-completer.
This study entailed interviewing seven doctoral completers, five enrollees, and four non
completers. The significance of this mixed method study was to compare influences and
processes to determine suggestions for a study guide that could be used by future doctoral students, chairs, programs, and universities to help students complete their dissertations and become successful graduates. Recommendations are made (a) to recruit more African Americans and men into doctoral programs and the education field; (b) non-completers be invited to finish their dissertations with interventions and an accountable chair; (c) chairs provide his or her best help to meet the student half-way; (d) the department and university provide accountability measures and incentives for both the student and the chair; and (e) provide specific lessons that include finding a topic, researching a topic, and interacting with the chair; and (f) it was determined that non-completers were not timid as suggested in the literature but were found to have either changed their desire or fulfilled their desire by obtaining a promotion. In summary, a nurturing chair and a strong support system were found to be two major factors in determining the difference between doctoral completion and non-completion.
This study identified the influences and processes of the dissertation completers, currently enrolled students, and non-completers of four cohorts (59 participants) in the Ed.D. administration program. The research questions sought answers as to why some students completed their dissertations and why some did not, the processes in completing a dissertation, and what should be included in a doctoral guide for completing the dissertation. The participants of this study were Ed.D. administration doctoral students in the field of educational leadership from a southwestern university. The job titles of the participants ranged from teacher to superintendent. The participants started the three-year doctoral program in the years 2004, 2005, 2006, or 2007. They were between the ages of 24 and 63. Survey Monkey provided the opportunity to request answers to different questions depending on the dissertation status—enrollee, completer, or non-completer.
This study entailed interviewing seven doctoral completers, five enrollees, and four non
completers. The significance of this mixed method study was to compare influences and
processes to determine suggestions for a study guide that could be used by future doctoral students, chairs, programs, and universities to help students complete their dissertations and become successful graduates. Recommendations are made (a) to recruit more African Americans and men into doctoral programs and the education field; (b) non-completers be invited to finish their dissertations with interventions and an accountable chair; (c) chairs provide his or her best help to meet the student half-way; (d) the department and university provide accountability measures and incentives for both the student and the chair; and (e) provide specific lessons that include finding a topic, researching a topic, and interacting with the chair; and (f) it was determined that non-completers were not timid as suggested in the literature but were found to have either changed their desire or fulfilled their desire by obtaining a promotion. In summary, a nurturing chair and a strong support system were found to be two major factors in determining the difference between doctoral completion and non-completion.
ContributorsHardy, Linda (Author) / Appleton, Nicholas (Thesis advisor) / Spencer, Dee Ann (Committee member) / Duplissis, Mark (Committee member) / Arizona State University (Publisher)
Created2015