Informal Learning in Science, Math, and Engineering Majors for African American Female Undergraduates

Autor/in	McPherson, Ezella
Titel	Informal Learning in Science, Math, and Engineering Majors for African American Female Undergraduates
Quelle	In: Global Education Review, 1 (2014) 4, S.96-113 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	African Americans; Womens Education; STEM Education; Majors (Students); Social Capital; Cultural Capital; Informal Education; Preschool Education; Elementary Secondary Education; Higher Education; Case Studies; Family Environment; Environmental Influences; Qualitative Research; Undergraduate Students; Educational Opportunities; Structured Interviews; Journal Writing; Socialization; Science Fairs; Summer Programs; Family Influence; Field Trips; Student Organizations; Museums; Seminars; Student Projects; Conferences (Gatherings) + Suchen Sie Ihr Suchwort? Afroamerikaner; 'Women''s education'; Frauenbildung; STEM; Sozialkapital; Informelle Bildung; Nichtformale Bildung; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Familienmilieu; Environmental influence; Umwelteinfluss; Qualitative Forschung; Bildungsangebot; Bildungschance; Zeitschriftenaufsatz; Socialisation; Sozialisation; Sommerkurs; Exkursion; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Museum; Museumswesen; Museen; Seminar; Schulprojekt
Abstract	This research investigates how eight undergraduate African American women in science, math, and engineering (SME) majors accessed cultural capital and informal science learning opportunities from preschool to college. It uses the multiple case study methodological approach and cultural capital as frameworks to better understand the participants' opportunities to engage in informal science learning or free-choice learning. The article demonstrates that African American women have access to cultural capital and informal science learning inside and outside of home and school environments in P-16 settings. This study adds to cultural capital, informal science learning, and global STEM education research by allowing scholars to better understand how African American women have opportunities to learn about the hidden curriculum of science throughout the educational pipeline. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01