Examining Sociocritical and Agency Building Educational Experiences in STEM and Their Potential to Change Patterns in STEM Underrepresentation

Autor/in	Stokes, David Jerome
Titel	Examining Sociocritical and Agency Building Educational Experiences in STEM and Their Potential to Change Patterns in STEM Underrepresentation
Quelle	(2023), (217 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-5355-2
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Disproportionate Representation; Culturally Relevant Education; Sociocultural Patterns; Educational Experience; Personal Autonomy; Undergraduate Students; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Soziokulturelle Theorie; Bildungserfahrung; Individuelle Autonomie; Schülerverhalten
Abstract	Addressing the STEM underrepresentation problem has implications for improving quality of life and, thus, is an issue of social justice. This mixed-methods research study investigates the potential of certain pre-collegiate educational experiences, conceptualized as Sociocritical and Agency Building Educational Experiences in STEM (SABEES), as a feasible component of a solution to the STEM underrepresentation problem within the context of American society. In this research study, qualitative syntheses arising from sociocultural and culturally relevant theoretical frameworks and a systematic literature review (using the Preferred Reporting Items for Systematic Reviews and Meta Analysis guidelines) of related empirical educational implementations led to SABEES construct dimension descriptions as a first step towards measuring students' experiences in this regard. The syntheses and construct specification then informed the initial development of items for the retrospection-focused SABEES survey. The survey items were then revised and improved through validity and reliability processes that included expert feedback and participant cognitive interviews for construct, content, and response process validity. The survey was then administered to a sample of undergraduate students at a large university in the southeastern United States, and confirmatory factor analysis assessments and composite reliability measures provided internal structure and internal consistency measures as additional validity and reliability support. Following data management and quality assurance procedures, to gain insight into the investigation of interest, participants' survey responses were used to model their STEM persistence likelihood as a function of their SABEES and demographics. Results indicate the need to increase students' opportunities for SABEES, which hold promise as a data investigations-focused STEM integration framework; as well as the need for continued, expanded, and innovative research investigations focused on SABEES and their potential to positively impact patterns of STEM underrepresentation. To this end, the SABEES survey is a valid and reliable instrument that may be used for its intended purpose and in service of continued educational improvement and social justice through STEM education. [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