Examining the Effects of a STEM Career Video Intervention on the Interests and STEM Professional Identities of Rural, Minority Middle School Students

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Autor/in	Kier, Meredith Weaver
Titel	Examining the Effects of a STEM Career Video Intervention on the Interests and STEM Professional Identities of Rural, Minority Middle School Students
Quelle	(2013), (306 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-4478-1
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Student Interests; Video Technology; Career Development; Intervention; Rural Schools; Minority Group Students; Grade 8; Poverty; Careers; Pretests Posttests; Social Cognition; Social Theories; Coding; Documentation; Program Effectiveness; Role Models; Self Efficacy; Predictor Variables; Case Studies; Racial Differences; Access to Information; Experiential Learning; Access to Education; Teacher Attitudes; Parent Influence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Studieninteresse; Berufsentwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School year 08; 8. Schuljahr; Schuljahr 08; Armut; Career; Karriere; Soziale Kognition; Gesellschaftstheorie; Codierung; Programmierung; Dokumentation; Identifikationsfigur; Self-efficacy; Selbstwirksamkeit; Prädiktor; Case study; Fallstudie; Case Study; Rassenunterschied; Experiental learning; Erfahrungsorientiertes Lernen; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten
Abstract	National efforts to interest students in STEM careers are intensifying around the globe, due to a shortage of professionals to fill the growing demands in these fields. Although some US studies find high interest in STEM in K-12 students, longitudinal studies show a decline in interest following middle school. Many students, particularly females and minorities, feel that they do not fit the image of a STEM professional. Little is known about perceptions held by students in rural areas, who have limited access to diverse STEM careers. This dissertation study employed an in school STEM career video intervention with eighty-five rural, minority, eighth grade students in a high poverty district in the southeastern US. Research questions explore students' STEM career interests before and after the STEM career video intervention, and analyze how students in this population negotiate a potential identity in STEM. Applying aspects of Lent, Brown, & Hackett's social cognitive career theory (SCCT), students' exploration sheets and video planning sheets were coded to understand positive or negative contributors to STEM career interests. Students' initial explorations were limited to careers to which they had been previously exposed at home or in class, and were influenced by their personal dispositions Over the course of the intervention, increased knowledge of careers increased the diversity of careers selected, attention to educational level, and the influence of more sophisticated career outcomes on interest. Students selected careers based on personal interests and outcome expectations, but were able to identify how their academic strengths, dispositions, and family support systems related to their career goals. Post survey analyses found the presence of role models and high self-efficacy were new predictors of interest. Study results imply that similar interventions can help students gain more sophisticated understandings of careers, can motivate students without external rewards, and that with extensive exposure to new careers, students will begin to consider their own skill set when trying on careers. Case studies of four highlighted issues of race, access to resources, hands-on experiences and course access, teachers' perceptions of them, and parental support among others that impact their STEM experiences and negotiations of a STEM self. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01