Literaturnachweis - Detailanzeige
Autor/inn/en | Koch, Melissa; Lundh, Patrik; Harris, Christopher J. |
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Titel | Investigating STEM Support and Persistence among Urban Teenage African American and Latina Girls across Settings |
Quelle | In: Urban Education, 54 (2019) 2, S.243-273 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0042-0859 |
DOI | 10.1177/0042085915618708 |
Schlagwörter | STEM Education; Academic Persistence; Case Studies; After School Programs; Females; Career Choice; Social Support Groups; Parent Role; Parent Child Relationship; Hispanic American Students; African American Students; Science Interests; Academic Achievement; Parent Participation; Sociocultural Patterns; Middle School Students; High School Students; Student Attitudes STEM; Case study; Fallstudie; Case Study; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Weibliches Geschlecht; Social support; Soziale Unterstützung; Parental role; Elternrolle; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Schulleistung; Elternmitwirkung; Soziokulturelle Theorie; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Schülerverhalten |
Abstract | This study contributes to the emerging research literature on science, technology, engineering, and mathematics (STEM) support and persistence activities among urban teenage African American and Latina girls. We present three case studies of girls who participated in an afterschool STEM curriculum. Our within- and cross-case analyses focused on how various supports explained girls' STEM persistence and career plans. Findings highlight the important role that parents played in supporting girls' persistence and career interests across settings. These findings emphasize the need for research that spans settings to better understand the interplay of support networks that influence girls' STEM interest and persistence. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |