Supports for Persistence in STEM: Student and Parent Perspectives of an Inclusive STEM High School

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Autor/in	Singh, Parminder K.
Titel	Supports for Persistence in STEM: Student and Parent Perspectives of an Inclusive STEM High School
Quelle	(2019), (158 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Azusa Pacific University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-2940-1
Schlagwörter	Hochschulschrift; Dissertation; Academic Persistence; STEM Education; Student Attitudes; Parent Attitudes; Inclusion; High School Students; Student Participation; Disproportionate Representation; Majors (Students); Undergraduate Students; Career Academies; Females; Student Recruitment; Curriculum; Active Learning; Student Projects; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Schülerverhalten; Elternverhalten; Inklusion; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Berufsakademie; Weibliches Geschlecht; Curricula; Lehrplan; Rahmenplan; Aktives Lernen; Schulprojekt; Kalifornien
Abstract	Schools in the United States are not producing competent STEM graduates qualified to meet employment demands. STEM employment is projected to increase twice as quickly as all other occupations combined over the next decade. Since competition is increasing internationally for scientific and technological innovations, the United States is focusing on increasing its STEM capacity. To satisfy the economic needs, the STEM pipeline should be developed to educate and increase additional STEM graduates. In the last decade, several stakeholders (i.e., educational leaders, policymakers, and researchers) have realized that specialized STEM schools offer an optimum means for addressing the issue of reform for STEM education within the US education system (Erdogan & Stuessy, 2015). The National Research Council (2011) categorized specialized STEM schools under three headings: (a) selective STEM schools, (b) inclusive STEM schools, and (c) schools with STEM-focused CTE. Inclusive STEM-focused high schools (ISHSs) are structured to increase participation of underrepresented students in STEM. The purpose of this qualitative, phenomenological study was to explore how students who intend to pursue a STEM major experience the role of their inclusive STEM high school (ISHS) in encouraging and persisting their STEM interests. The researcher also explored parent perceptions of the role of the school in preparing their students to continue in the STEM pipeline. Springfield STEM Academy (SSA) is located on the southeastern edge of the city of a large county in Southern California. The participants in this study were purposefully selected. The primary participants were students who graduated from SSA in June 2017, were currently attending 4-year universities, and had declared or intended to declare a STEM major. Ten students and six parents agreed to participate. The theoretical framework for this study was a model of ISHSs taken from Lynch et al. (2017). The authors comprised 10 critical components important in the functioning of effective ISHSs that were used as the criteria for this study. The examination of qualitative data collected from each of the data sources was implemented (NVivo) to answer the two research questions leading the study. Students and parents both confirmed that, overall, experiences internal and external to the Springfield Academy provided supports to their continuance in STEM fields in several different ways. Internal themes that emerged were STEM-based curriculum, project-based learning (PBL), and teachers, while the external themes that emerged were STEM-related experiences outside the school, college-level coursework, and parents or family members. This research can be used by leaders of schools since they partner with parents, local businesses, members of the community, and higher education institutes in establishing more effective pathways to careers in STEM fields. Moreover, it would be beneficial to have more designated STEM elementary and middle schools to establish interests early on. Based on suggestions to close the gender gap, this research can be utilized to encourage STEM programs to recruit interested females into STEM programs. Few studies have looked at students' or parents' perceptions regarding supports from an ISHS. This information is helpful for agencies considering development of ISHSs. [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