Exploring Worksheets and Attendance-Taking as Gatekeeping Features in a Gateway Course for Latinx STEM Majors

Autor/inn/en	Convertino, Christina; Alvidrez, Mariana; Pickett, Josey; Camberos, Diana
Titel	Exploring Worksheets and Attendance-Taking as Gatekeeping Features in a Gateway Course for Latinx STEM Majors
Quelle	In: Journal of Latinos and Education, 22 (2023) 4, S.1744-1760 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Convertino, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2022.2043865
Schlagwörter	Worksheets; College Attendance; Classroom Techniques; Introductory Courses; Hispanic American Students; STEM Education; Majors (Students); Calculus; Academic Persistence; School Holding Power; Active Learning; Minority Serving Institutions; Social Behavior; Teaching Methods; Student Attitudes; Student Participation + Suchen Sie Ihr Suchwort? College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Klassenführung; Einführungskurs; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; STEM; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Aktives Lernen; Social behaviour; Soziales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Gateway courses are high-enrollment, low completion introductory courses foundational to a major. Because these courses have a disproportionately negative impact on the retention and persistence of Latinx students to their desired STEM major, we refer to these understudied, high-stakes courses as gatekeeping courses. Framing our exploratory study with an ethnographic lens to focus on social practices that structure and organize participation and learning in the context of precalculus gateway workshops for STEM majors at a Hispanic-serving institution, we provide findings on the gatekeeping features of two central activities in the workshop: worksheets and attendance-taking. Specifically, we show how the design of worksheets, and the use of mandatory attendance can undermine meaningful learning and stymie student engagement. Our in-depth and contextualized findings into the challenges that Latinx students face in gateway courses point to the implication that gatekeeping features are reflective of passive learning instead of active learning and that significant changes must be made to improve these courses to support retention and persistence of Latinx students to their desired STEM major. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01