Social Class and the STEM Career Pipeline an Ethnographic Investigation of Opportunity Structures in a High-Poverty versus Affluent High School

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Autor/in	Nikischer, Andrea B.
Titel	Social Class and the STEM Career Pipeline an Ethnographic Investigation of Opportunity Structures in a High-Poverty versus Affluent High School
Quelle	(2013), (173 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-7522-1
Schlagwörter	Hochschulschrift; Dissertation; Social Class; STEM Education; High School Students; Student Experience; Academic Advising; Career Counseling; Extracurricular Activities; Career Development; Career Choice; Mathematics Education; Science Education; High Schools; Racial Composition; Ethnic Groups; Semi Structured Interviews; Ethnography; Documentation; Content Analysis; Attendance Patterns; Time Factors (Learning); Access to Education; School Guidance; School Counseling; Racial Bias; Poverty + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Social classes; Soziale Klasse; STEM; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studienerfahrung; Akademischer Rat; Außerunterrichtliche Aktivität; Berufsentwicklung; Mathematische Bildung; Naturwissenschaftliche Bildung; Ethnie; Ethnografie; Dokumentation; Inhaltsanalyse; Education; Access; Bildung; Zugang; Bildungszugang; School counselling; Pädagogische Beratung; Racial discrimination; Rassismus; Armut
Abstract	This research investigates science, technology, engineering and mathematics (STEM) high school opportunity structures, including student experiences with math and science course sequences and progress, college guidance and counseling, and STEM extracurricular activities (Weis and Eisenhart, 2009), specifically related to STEM fields and career and college choice, for top-performing math and science students. Differences in these structures and processes as they play out in two representative high schools that vary by social class and racial/ethnic makeup are examined. This comparative ethnography includes 36 school and classroom observations, 56 semi-structured individual interviews, and a review of relevant documents, all gathered during the focal students' junior year of high school. Three data chapters are presented, discussing three distinct, yet interconnected themes. In the first, I examine the ways in which chronic attendance problems and classroom distractions negatively impact math and science instruction time and lead to an instruction (time) deficit. In the second, I compare the math and science course and extra-curricular offerings at each school, and discuss the significant differences between sites regarding available STEM exposure and experience, also known as "STEM educational dose" (Wai, et al., 2010). In the third, I investigate available guidance counseling services and STEM and college-linking at each site. Perceived failures in the counseling services available are discussed. This dissertation is grounded in the literature on differences in academic achievement based on school setting, the nature/distribution of knowledge based on social class, and STEM opportunity structures. The concepts of "social capital" and "STEM capital" are engaged throughout. Ultimately, I argue through this dissertation that segregation by race, and most importantly social class, both between and within districts, damages the STEM pipeline for high-performing math and science students located in high-poverty, low-performing schools. I further argue that both federal and state accountability-based school reform efforts are failing to improve outcomes for students with proficiency and interest in STEM learning and STEM fields, and in fact, these reforms are harming top performing students and high school STEM opportunity structures. Recommendations for changes in policy and practice, and for further research, are provided. [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