Promoting STEM Motivation in American Indian Adolescents: An Intervention

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Autor/in	Hoffman, Adam J.
Titel	Promoting STEM Motivation in American Indian Adolescents: An Intervention
Quelle	(2017), (95 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Chapel Hill
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3551-8013-8
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; American Indian Students; Science Achievement; Mathematics Achievement; Achievement Gap; Intervention; Ethnicity; Gender Differences; Self Concept; Middle School Students; Experimental Groups; Scientists; Control Groups; Comparative Analysis; Essays; Biographies; Reading Materials; Science Interests; Learning Motivation; Multiple Regression Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnizität; Geschlechterkonflikt; Selbstkonzept; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Scientist; Wissenschaftler; Essay; Aufsatzunterricht; Biography; Biografie; Biographie; Motivation for studies; Lernmotivation
Abstract	It has been documented that American Indians and girls consistently underperform in STEM achievement compared to their European American and male counterparts, starting as early as adolescence. The goal of the current study was to develop a brief intervention aimed at mitigating the STEM achievement gap by shaping ethnic and gender identities to be congruent with STEM motivation among American Indian middle school students. For the intervention, 212 (M[subscript age] = 12.7) American Indian middle school students were randomly assigned to one of four experimental conditions or a control condition. Students in each condition were given a biography and photograph of a successful STEM scientist, a list of positive characteristics (e.g., hard-working, responsible, etc.), and paper. After reading the biography, students in the experimental conditions wrote a short, self-affirmation essay using the list of characteristics provided and describe how they shared the same characteristics as the scientist and why the characteristics were important. In the control condition, students read a biography of a scientist and used the list of characteristics to write an essay explaining why other people might find those characteristics important. The experimental conditions matched the student and scientist featured in the biography on ethnicity but not gender; gender but not ethnicity; both ethnicity and gender; or no match on ethnicity or gender. In the control condition, students were not matched to the scientist on ethnicity or gender. I hypothesized that students who were assigned to an experimental condition (i.e., engaging in the self-affirmation task) would have significant increases in science motivation measures compared to students who were assigned to the control condition. Further, I hypothesized a matching effect of the scientist to the student in intervention efficacy, such that students who were matched to the scientist on ethnicity and gender would have the largest increases in science motivation and students who were not matched to the scientist on ethnicity or gender would have the smallest increases in science motivation. Next, I hypothesized that students who were matched to the scientist on ethnicity would have increases in dimensions of ethnic identity (e.g., ethnic centrality or ethnic regard), compared to students who were not matched to the scientists on ethnicity or students in the control condition, where no increases in ethnic identity were expected. Similarly, students who were matched to the scientist on gender would have increases in dimensions of gender identity, compared to students who were not matched to the scientists on gender or students in the control condition, where no increases in gender identity were expected. Finally, I hypothesized that students with higher levels of ethnic or gender centrality would report greater increases in science motivation when matched to the scientist on ethnicity or gender, respectively, compared to students with lower levels of ethnic or gender centrality. A series of repeated-measures analyses of covariance and multiple regression analyses were conducted to test the study questions. In general, results did not support study hypotheses. Implications and directions for futures research regarding self-affirmation theory and practice via intervention are considered. [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	2020/1/01