Literaturnachweis - Detailanzeige
| Autor/inn/en | Hanna, Jandy; Carreon, Hannah; Fultz, Micheal; Harvey, Erica; Howley, Caitlin; Norton, Michael; Richards-Babb, Michelle; Riley, Sarah; Sine, Abby; Heatherly, Sue Ann |
|---|---|
| Titel | Impact of Short-Duration Research Experiences on STEM Self-Efficacy among Early-Stage, Rural, First-Generation College Students |
| Quelle | In: Scholarship and Practice of Undergraduate Research, 4 (2021) 4, S.42-49 (8 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2476-101X |
| Schlagwörter | Program Length; Program Effectiveness; Summer Programs; Internship Programs; Student Research; First Generation College Students; College Freshmen; Majors (Students); STEM Education; Rural Population; Self Efficacy; Career Planning; Professional Identity; Sense of Community; Academic Persistence; College Bound Students; West Virginia |
| Abstract | First-generation college students without broad support networks are more likely to leave STEM majors. In rural West Virginia, the First2 Network aims to improve STEM persistence by including students in creating solutions to STEM attrition. One solution, a research program for rising first-year students in STEM majors, is discussed here. The authors assessed students' STEM education and career plans, identity, efficacy, and sense of school of belonging before and after the program. Intern and faculty perspectives were also analyzed. Students' STEM identity, efficacy, and school belonging improved after participation. However, First2 students' early STEM persistence rates were lower than state rates for somewhat similar non-First2 students. (As Provided). |
| Anmerkungen | Council on Undergraduate Research. 734 15th Street NW Suite 850, Washington, DC 20005. Tel: 202-783-4810; Fax: 202-783-4811; e-mail: cur@cur.org; e-mail: SPUR@cur.org; Web site: https://www.cur.org/what/publications/journals/spur/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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