Eliciting Students' Voices through STEM Career Explorations

Autor/inn/en	Kier, Meredith W.; Blanchard, Margaret R.
Titel	Eliciting Students' Voices through STEM Career Explorations
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 1, S.151-169 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kier, Meredith W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-019-10042-z
Schlagwörter	Grade 8; Rural Schools; Low Income Students; STEM Education; Career Exploration; Science Instruction; Student Attitudes; Experience; Influences; Family Environment; Aspiration; Experiential Learning; Family Role; Student Experience; Racial Bias; Culturally Relevant Education + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; STEM; Berufserkundung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Erfahrung; Influence; Einfluss; Einflussfaktor; Familienmilieu; Streben; Experiental learning; Erfahrungsorientiertes Lernen; Studienerfahrung; Racial discrimination; Rassismus
Abstract	This multiple case study elicited the voices of four 8th grade students, from a rural, low-income school district, who participated in STEM career explorations during their science class. Based on students' written reflections during career explorations, interviews, and from field notes, we analyzed the ways students talked about their lives and experiences as they explored STEM-related careers, reflected upon the influences in their lives, and considered their futures. Students drew upon their interests and dispositions, primarily through home-based experiences, and often in spite of negative messages at school. Students aspired to live and work in their rural community, make their families proud, and sought financial stability in a career they would enjoy. Findings highlight the importance of out of school learning for these students, the important role of their families, and the prevalence of negative and racialized school experiences that often undermined students' potential. In many ways, students held perceptions reflective of racial and gender stereotypes about who is successful in STEM, which influenced their aspirations. This study provides examples of how constructs from the expectancy-value theory are operationalized--particularly with regard to cultural and social experiences--through the voices of these rural students. The findings from this study lead to a number of recommendations related to university outreach efforts into rural communities, culturally relevant teacher professional development and pre-service teacher preparation, and dissemination to support others and draw insight from underserved students' lives when undertaking steps to promote their futures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01