Matching Items (24)
Filtering by
- Genre: Doctoral Dissertation
Description
Theories related to social identity provide insight on how gender may be meaningful in organizations. This dissertation examines how psychosocial outcomes for science, technology, engineering, and mathematics (STEM) faculty are influenced by the proportion of women in productivity, support, and advice networks in gendered academic institutions. Psychosocial outcomes are defined as the psychological and social perspectives of the organizational environment. Gendered aspects in organizations are of theoretical importance because they provide opportunities to investigate how STEM faculty attain psychosocial outcomes. An underlying argument in gender literature is that women, compared to men, are more likely to provide emotional support. As women’s presence in STEM departments increases, STEM faculty are likely to rely on women to provide emotional support which may influence psychosocial outcomes of the work environment.
Universities are considered to be gendered organizational environments, where masculine and feminine characteristics are evident within their processes, practices, images, and through distribution of power. Universities are broadly categorized as two types: research focused and teaching focused universities. Both university types are deeply involved with the education of students but promotional standards for faculty members and the primary focus of these universities is dictated by the categorization of research versus teaching. University structuring is gendered, making them an ideal setting to investigate questions related to identity and psychosocial outcomes. Drawing from gendered theory, social identity theory, social network theory, and social capital theory, I ask the following research question: Does the proportion of women in informal networks influence psychosocial outcomes within gendered university settings?
To examine how psychosocial outcomes are influenced by informal networks, I use survey data from a 2011 National Science Foundation funded national survey of STEM faculty across universities in the United States (U.S.). I find that psychosocial outcomes vary by university type, faculty gender, and a high proportion of women in three types of academic informal networks. I conclude with a discussion about what the results mean for practice and future research.
Universities are considered to be gendered organizational environments, where masculine and feminine characteristics are evident within their processes, practices, images, and through distribution of power. Universities are broadly categorized as two types: research focused and teaching focused universities. Both university types are deeply involved with the education of students but promotional standards for faculty members and the primary focus of these universities is dictated by the categorization of research versus teaching. University structuring is gendered, making them an ideal setting to investigate questions related to identity and psychosocial outcomes. Drawing from gendered theory, social identity theory, social network theory, and social capital theory, I ask the following research question: Does the proportion of women in informal networks influence psychosocial outcomes within gendered university settings?
To examine how psychosocial outcomes are influenced by informal networks, I use survey data from a 2011 National Science Foundation funded national survey of STEM faculty across universities in the United States (U.S.). I find that psychosocial outcomes vary by university type, faculty gender, and a high proportion of women in three types of academic informal networks. I conclude with a discussion about what the results mean for practice and future research.
ContributorsCamarena, Leonor (Author) / Feeney, Mary K. (Thesis advisor) / Bozeman, Barry (Committee member) / Stritch, Justin (Committee member) / Welch, Eric (Committee member) / Arizona State University (Publisher)
Created2020
Description
As an urgency has emerged to prepare students to be future-ready, makerspaces have been developed as a technique for teachers to use in classrooms to build science, technology, engineering and math (STEM) skills. Makerspaces expose students to innovation and are powerful tools in training students to use science and engineering practices as they invent, discover and tinker. While indoor makerspaces have been studied in multiple settings, little research has been performed to understand the relevance of makerspaces in outdoor settings.
The goal of this study was to aid 20 elementary teachers in developing their understanding of the usefulness and benefits of outdoor makerspaces. A constructivist approach was used in order for participants to overcome pre-conceived barriers about taking students outside for learning. In this qualitative study, participants took part in a hands-on professional development session to learn how to integrate nature into instruction, then used outdoor spaces to engage their own students in three or more outdoor sessions. Teachers reflected before, during and after the intervention to see if the likelihood of engaging students in outdoor learning changed.
The findings of the study showed that spending time outside with students led to a multitude of benefits for both students and teachers. Benefits included increased student engagement, expanded learning for students and teachers, and STEM skill development. These findings, suggest that outdoor makerspaces introduce a new platform for training students and teachers about science and engineering practices while providing authentic science connections, high engagement, and benefits to social and emotional balance.
The goal of this study was to aid 20 elementary teachers in developing their understanding of the usefulness and benefits of outdoor makerspaces. A constructivist approach was used in order for participants to overcome pre-conceived barriers about taking students outside for learning. In this qualitative study, participants took part in a hands-on professional development session to learn how to integrate nature into instruction, then used outdoor spaces to engage their own students in three or more outdoor sessions. Teachers reflected before, during and after the intervention to see if the likelihood of engaging students in outdoor learning changed.
The findings of the study showed that spending time outside with students led to a multitude of benefits for both students and teachers. Benefits included increased student engagement, expanded learning for students and teachers, and STEM skill development. These findings, suggest that outdoor makerspaces introduce a new platform for training students and teachers about science and engineering practices while providing authentic science connections, high engagement, and benefits to social and emotional balance.
ContributorsEstes, Patricia Chantel (Author) / Fischman, Gustavo (Thesis advisor) / Keena, Kelly (Committee member) / Wolf, Leigh (Committee member) / Arizona State University (Publisher)
Created2020
Description
U.S. non-profit organizations (NPOs) offering Science, Technology, Engineering, and Mathematics (STEM) programming, particularly those serving minorities and women, are becoming guideposts that assist academic, government and corporate institutions alike to steer their efforts and investments towards achieving their diversity and inclusion goals. Despite multi-year, multi-billion, and multi-resource investments in broadening STEM access and inclusion, the inequitable representation of young women and girls of color actively participating in school and out-of-school STEM programs continues to persist. The primary aim of this study was to validate a feminist theoretical framework grounded on the constructs of intersectionality, collective impact, and accountability systems, to help inform and disrupt persistent trends for women graduating in engineering and computer science through the third sector’s facilitation of STEM programming. A secondary objective was to understand the history and trajectory of the change and emergence of non-profit STEM Girl-Centered Organizations (SGCOs) and their profiles as a comparative measure of their relative status within the third sector ecosystem, how they serve, and who they serve. By leveraging over twenty-five years of practical experience and applying a mixed-methods research methodology, the research findings pointed to 1) an early adoption of intersectionality concepts into program outreach efforts by integrating cross-elements of race/ethnicity, geographies, and socioeconomic markers of identity; 2) emerging interest in, and incorporation of, culturally responsive programming that is better matched to the needs of diverse program beneficiaries; 3) an increase in equitable program access for participants residing in under-resourced communities; 4) a growing appreciation for the value of partnerships as a precursor to more authentic collective impact collaborations; and 5) priority shifts in systems of accountability from funders to primary programs’ beneficiaries.
ContributorsGonzalez, Gabriela A. (Author) / Fonow, Mary Margaret (Thesis advisor) / Switzer, Heather (Committee member) / Vega, Sujey (Committee member) / Arizona State University (Publisher)
Created2021
Description
Guitar Hero III and similar games potentially offer a vehicle for improvement of musical rhythmic accuracy with training delivered in both visual and auditory formats and by use of its novel guitar-shaped interface; however, some theories regarding multimedia learning suggest sound is a possible source of extraneous cognitive load while playing so players may score higher with sound turned off. Also, existing studies have shown that differences in the physical format of interfaces affect learning outcomes. This study sought to determine whether (a) the game’s audio content affects rhythmic accuracy, and (b) the type of game controller used affects learning of rhythmic accuracy. One hundred participants were randomly assigned in approximately equal numbers (ns = 25) to the four cells of a 2x2 between-subjects design. The first variable was the audio content of the game with two levels: on or off. The second variable was the type of game controller: the standard guitar-style controller or tablet interface. Participants across all conditions completed a pre- and post-test with a system that required them to tap along with repeated rhythmic patterns on an electronic drum pad. Statistical evidence showed better outcomes with a tablet controller with respect to input time error, reduction of extra notes played, and reduction of missed notes; however, the guitar-style controller produced superior outcomes in terms of avoiding missed notes and was associated with higher satisfaction by participants. When audio was present better outcomes were achieved at multiple factor-levels of reduction of missed responses, but superior outcomes in input time error were seen without audio. There was no evidence to suggest an interaction between controller type and the presence or absence of audio.
ContributorsThomas, James William (Author) / Zuiker, Steven J (Thesis advisor) / Atkinson, Robert (Thesis advisor) / Savenye, Wilhelmina C (Committee member) / Arizona State University (Publisher)
Created2017