Constructing Self-Efficacy in STEM Graduate Education

Autor/inn/en	Charleston, LaVar; Leon, Raul
Titel	Constructing Self-Efficacy in STEM Graduate Education
Quelle	In: Journal for Multicultural Education, 10 (2016) 2, S.152-166 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-12-2015-0048
Schlagwörter	Self Efficacy; STEM Education; Graduate Study; Career Choice; African American Students; African American Teachers; College Faculty; Computer Science; Qualitative Research; Student Interests; Academic Persistence; Interviews; Influences; Coding; Parent Influence; Peer Influence; Content Analysis + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; STEM; Aufbaustudium; Graduiertenstudium; Hauptstudium; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fakultät; Informatik; Qualitative Forschung; Studieninteresse; Interviewing; Interviewtechnik; Influence; Einfluss; Einflussfaktor; Codierung; Programmierung; Inhaltsanalyse
Abstract	Purpose: Self-efficacy and outcome expectations influence the development of career interests, which, in turn, affect career choices. This study aims to understand self-efficacy beliefs and expectancy outcomes for African-American graduate students and faculty with a focus in science, technology, engineering and mathematics (STEM) degree programs, namely, the computing sciences. Design/methodology/approach: This qualitative study examined the lived experiences of 23 African-American graduate students and faculty members in the STEM field of computing sciences. Findings: This study reveals that in different stages of the STEM trajectory, self-efficacy of STEM and computing needs to be reestablished. This research captures a novel space in the self-efficacy literature, presenting self-efficacy as a mobile construct to be re-achieved as students' progress toward advanced STEM degrees. In addition, this study asserts that the contribution and input of teachers, parents, mentors, counselors and peers has a deep impact on the level of self-efficacy and persistence in computing sciences. Originality/value: Findings suggest a greater need for interventions designed to reestablish self-efficacy at each level (e.g. undergraduate, masters and doctoral degrees) of the STEM educational trajectory in an effort to broaden STEM participation at the highest levels of degree attainment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01