The Influence of Home-and-School-Based Factors on the Growth or Diminution of Black and Hispanic Students' Science Self-Efficacy from 9th to 11th Grade

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Autor/in	Culbertson, Kimberly
Titel	The Influence of Home-and-School-Based Factors on the Growth or Diminution of Black and Hispanic Students' Science Self-Efficacy from 9th to 11th Grade
Quelle	(2022), (169 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Notre Dame of Maryland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-8173-9
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Equal Education; Minority Group Students; Self Efficacy; Student Interests; Course Selection (Students); African American Students; Hispanic American Students; High School Students; Racial Differences; White Students; Social Influences; Grade 9; Grade 10; Grade 11; Educational Environment; Family Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Self-efficacy; Selbstwirksamkeit; Studieninteresse; Course selection; Student; Students; Kurswahl; African Americans; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; High school; High schools; Oberschule; Rassenunterschied; Sozialer Einfluss; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu
Abstract	To maintain its dominance as a leader in STEM, as well as to disrupt persistent economic and social inequalities, the United States must invest in Black and Hispanic students who are among the largest subgroups who have been historically underrepresented in STEM spaces. Research has shown that science self-efficacy facilitates students' interest, choice, and selection of STEM pathways, thus making it a useful variable to probe for increasing Black and Hispanic students' participation in the STEM education-to-workforce pipeline (Britner & Pajares, 2001; Chemers et al., 2011; Gwilliam & Betz, 2002; Kurban & Cabrera, 2020; Robnett et al., 2015; Shaw & Barbuti, 2010; Syed et al., 2019). However, there is a lack of agreement on how science self-efficacy develops and changes, especially after 9th grade. The purpose of this study was to understand how Black and Hispanic students' science self-efficacy beliefs change from 9th to 11th grade, as compared to their White peers, and to explore how race impacts home-and-school-based factors, including social persuasions and vicarious experiences, that influence such a change. Grounded in Social Cognitive Career Theory, this quantitative study used data from the High School Longitudinal Study of 2009. A weighted multivariate linear regression model estimated the predictive strength of race, home-based social persuasion factors, home-based vicarious experiences, school-based social persuasion factors, and school-based vicarious experiences on a change in science self-efficacy from 9th to 11th grade. A post hoc weighted ANOVA examined the interaction effects between race and the other independent variables. Not only was race statistically significant in predicting science self-efficacy change, it also moderated the effect of home-based social persuasions, home-based vicarious experiences, and school-based social persuasions on science self-efficacy change. Social persuasions from both the home and school appeared to have a higher influence on Black students than on White or Hispanic students. Further, the effects of the independent variables under investigation on science self-efficacy appeared to be dependent on time, thus suggesting that efforts should be focused on providing a continual supply of social persuasion experiences and vicarious experiences at both home and school to yield a change in students' science self-efficacy beliefs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01