Matching Items (2)
Filtering by
- All Subjects: Sociology Of Education
- Creators: Davey, Lynn
Description
The term "White flight" and its effects are well documented in large urban city centers. However, few studies consider the same effects on smaller American communities. This case study investigates Lexington, Nebraska, a rural community of approximately 10,000 citizens, that has experienced a population influx of minorities in the last 25 years. The population shift has increased the representation of Hispanic, Asian, and now Somali students in the Lexington Public School system, which, in turn, has been accompanied by a dramatic decrease in White, Anglo students. This study attempts to identify and describe the reasons for the exodus of White students from the public school setting. Possible reasons that might explain the decreases in White student enrollment may include overcrowding in schools, unsafe school environments, and/or less one-on-one attention with classroom teachers.
ContributorsFarnsworth, Joseph C (Author) / Glass, Gene V (Thesis advisor) / Danzig, Arnold (Committee member) / Davey, Lynn (Committee member) / Arizona State University (Publisher)
Created2011
Description
In recent years, educational policy in the United States has focused extensively on the importance of providing American students with quality training in science, technology, engineering, and mathematics fields (STEM). It is generally agreed upon that STEM fields will provide a large number of the future economy's jobs, and that America needs more students to be adept in STEM skills in order for the country to remain a global economic leader. Discourse has also centered around the gender disparity in these fields; even though women have surpassed men in overall college degree attainment over the last couple decades, there are far fewer women than men in many STEM majors and occupations. STEM and gender inequality has been studied extensively, and the U.S. Department of Education is continuing its research efforts to understand the factors that lead women to choose STEM field with the aim of enlarging the pool of students enter STEM fields. In 2009, the department began a longitudinal study that followed 9th graders into their college years. This data set (the HLS:09) was used in order to assess gender disparities in STEM with a recent, nationally representative sample. Logistic Regression analysis was used in order to identity social variables that interact with gender to predict whether or not a student would choose a STEM major upon entering college. The results of the analysis are considered through a critical lens and discussion of how the social hierarchy of fields of work through occupational income and cultural prestige (i.e. when presidential administrations promote STEM education due to job growth in STEM industries) reproduces inequality through constraining students' choices in college majors and work fields whether or not gender equality is realized.
ContributorsGorry, Lindsey Elaine (Author) / LePore, Paul (Thesis director) / Wilkens, Natalie (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05