Expanding STEM Opportunities through Inclusive STEM-Focused High Schools

Autor/inn/en	Means, Barbara; Wang, Haiwen; Wei, Xin; Lynch, Sharon; Peters, Vanessa; Young, Viki; Allen, Carrie
Titel	Expanding STEM Opportunities through Inclusive STEM-Focused High Schools
Quelle	In: Science Education, 101 (2017) 5, S.681-715 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Means, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21281
Schlagwörter	STEM Education; High Schools; High School Students; Hierarchical Linear Modeling; Student Surveys; Longitudinal Studies; Comparative Analysis; Minority Group Students; Disproportionate Representation; Females; Hispanic American Students; Vocational Interests; Advanced Courses; Attendance; Grade Point Average; Science Achievement; Grade 12; High School Seniors; Student Attitudes; Academic Aspiration; Occupational Aspiration; Student Experience; College Entrance Examinations; North Carolina; Texas; ACT Assessment + Suchen Sie Ihr Suchwort? STEM; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Schülerbefragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Weibliches Geschlecht; Hispanic; Hispanic Americans; Hispanoamerikaner; Berufsinteresse; Fortgeschrittenenunterricht; Anwesenheit; School year 12; 12. Schuljahr; Schuljahr 12; Schülerverhalten; Berufsneigung; Berufsziel; Studienerfahrung; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools--that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline. Hierarchical modeling was applied to data from student surveys and state longitudinal data records for 5113 students graduating from 39 ISHSs and 22 comprehensive high schools in North Carolina and Texas. Compared to peers from the same demographic group with similar Grade 8 achievement levels, underrepresented minority and female ISHS students in both states were more likely to undertake advanced STEM coursework. Hispanics in Texas and females in both states expressed more STEM career interest in Grade 12 if they attended an ISHS. Positive relationships between ISHS attendance and grade point average were found in the total sample and each subgroup in North Carolina. Positive ISHS advantages in terms of test scores for the total student sample were found for science in both states and for mathematics in Texas. For the various student subgroups, test score differences favored the ISHS samples but attained statistical significance only for African Americans' science achievement scores in the Texas study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01