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- Creators: School of International Letters and Cultures
- Creators: Inamdar, Veda
DescriptionThis project largely focuses on the Latino population and how Hispanic parents should become more involved with their student's education in order to have them prosper in today's society.
ContributorsSanchez Ruiz, Dorian Nazaret (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
This paper explores factors to study why the number of students in STEM are not as high as they could be. Based on both Veda and Soumya's personal experiences, factors were chosen to understand their impact on whether a high school student would choose a STEM major in their college of choice, which could lead them to having a career in STEM. The factors explored will be location, grade level, school, parent/guardian involvement, teacher involvement, media influences, and personal interest. Data was collected through surveys sent to both high school and college students. The high school data came solely from schools in the Phoenix area, whereas college students' data came from across the world. These surveys contained questions regarding all of the above factors and were crafted so that we could gain further insight into each factor without producing bias. Each factor had at least one personal experience by either Veda or Soumya. Many of the survey responses gave insight to how and why a student would decide to pursue STEM or why they did pursue STEM. The main implications derived from the study are the following: the importance of a good support network, active parent/guardian and teacher involvement, and specifically active science teacher involvement. Data from both college and high school students showed that students highly valued a science teacher. One recommendation from this thesis is to provide a training for teachers to learn about how to connect concepts they teach to real-world applications. This can be administered through the district so that they may bring in anyone they feel is qualified to teach such topics such as industry professionals or teachers who specialize in teaching STEM. The last recommendation is for parents to participate in a workshop that will inform them of how to be more involved/engaged with their student.
ContributorsPushpraj, Soumya (Co-author) / Inamdar, Veda (Co-author) / Scott, Kimberly (Thesis director) / EscontrÃÂas, Gabriel (Committee member) / Department of Information Systems (Contributor) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Research has shown that English language development among L2 learners can be greatly enhanced through at-home parental involvement. However, few pieces of research have studied how parents involve themselves in their child’s English education. In this study, questions revolving around the parents’ level of involvement with their child’s English education are addressed to help analyze what Taiwanese parents are doing to enhance or hinder their child’s language-learning growth. Through the questionnaire data provided by forty-four of parental respondents, results suggest that parents’ involvement efforts are often not considered proportional to the child’s English educational success. Solutions to help parents nurture effective academic growth in children’s English learning endeavors are discussed to help parents better approach English educational involvement.
ContributorsFischer, Nathan (Author) / Matsuda, Aya (Thesis director) / Manalo, Emmanuel (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of Physics (Contributor)
Created2022-05