Cultural Dimensions in Science, Technology, Engineering and Mathematics: Implications for Minority Retention Research

Autor/inn/en	White, Jeffry L.; Altschuld, James W.; Lee, Yi-Fang
Titel	Cultural Dimensions in Science, Technology, Engineering and Mathematics: Implications for Minority Retention Research
Quelle	In: Journal of Educational Research & Policy Studies, 6 (2006) 2, S.41-59 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-6875
Schlagwörter	Factor Analysis; Minority Groups; Science Education; Engineering Education; Mathematics Education; Technology Education; Disproportionate Representation; Cultural Differences; Racial Differences; Equal Education; Access to Education; Academic Persistence; African Americans; Urban Areas; Suburbs; Hispanic Americans; Asian Americans; Reservation American Indians; Nonreservation American Indians; Gender Differences; Ohio + Suchen Sie Ihr Suchwort? Faktorenanalyse; Ethnische Minderheit; Naturwissenschaftliche Bildung; Ingenieurausbildung; Mathematische Bildung; Technisch-naturwissenschaftlicher Unterricht; Kultureller Unterschied; Rassenunterschied; Education; Access; Bildung; Zugang; Bildungszugang; Afroamerikaner; Urban area; Stadtregion; Einzugsbereich; Hispanic; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Geschlechterkonflikt
Abstract	The college retention rates for underrepresented minorities (URM) in science, technology, engineering, or mathematics (STEM) are lower than other groups. One reason may be that the studies often do not view premature departure from a cultural perspective. This exploratory investigation focused on developing an instrument that employed a cultural perspective to detect differences based on racial/ethnic group affiliation. The instrument derived from the literature is examined using principal components analysis in an attempt to discover the underlying constructs and identify meaningful variables. Multivariate analysis was used for comparing groups. A description of the study is presented and its application with a sample of underrepresented minorities from 15 public and private universities in Ohio. (Contains 6 tables.) (As Provided).
Anmerkungen	National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes@uark.edu; Web site: http://normes.uark.edu/erps/resources.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10