Maximizing Opportunities to Enroll in Advanced High School Science Courses: Examining the Scientific Dispositions of Black Girls

Autor/inn/en	Young, Jemimah L.; Ero-Tolliver, Isi; Young, Jamaal R.; Ford, Donna Y.
Titel	Maximizing Opportunities to Enroll in Advanced High School Science Courses: Examining the Scientific Dispositions of Black Girls
Quelle	In: Journal of Urban Learning, Teaching, and Research, 13 (2017), S.174-183 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Females; African American Students; High School Students; STEM Education; Student Characteristics; Science Instruction; Advanced Courses; Enrollment Trends; Correlation; Predictor Variables; Identification (Psychology); Longitudinal Studies; Online Surveys; Science Interests; Self Efficacy; Course Selection (Students); Statistical Analysis; Factor Analysis + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; STEM; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fortgeschrittenenunterricht; Korrelation; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Self-efficacy; Selbstwirksamkeit; Course selection; Kurswahl; Statistische Analyse; Faktorenanalyse
Abstract	Diversifying the STEM workforce is a national concern. To address this concern, researchers, policymakers, and educators are working to increase STEM career interest and achievement in a more diverse population of learners. Black girls and young women represent a unique population of STEM learners that remain relatively untapped and largely under researched in current STEM education scholarship. Therefore, this study focuses on the relationship between the science dispositions of Black girls and advanced science course enrollment. The present study utilized a sample of Black female students (N = 1,810) that participated in the High School Longitudinal Study of 2009/2012 (HSLS:09/12). To examine whether science dispositions are predictive of general enrollment in advanced science courses a canonical correlation analysis (CCA) was performed. The observed relationship between science dispositions and participation in advanced science of r = 0.389 and explains 15.13% of the variance. The majority of the predictive information for the science disposition construct was observed in science identity. Therefore, the development of science identity in Black girls should be the focus of educators and parents seeking to increase Black girls' participation in advanced science courses. Implications are provided for parents and educational stakeholders of Black girls. (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01