The Role of Science, Technology, Engineering, and Mathematics (STEM) Efficacy for Course-Taking and High School Graduation of English Language Learners

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Autor/in	Torres, Yazmin
Titel	The Role of Science, Technology, Engineering, and Mathematics (STEM) Efficacy for Course-Taking and High School Graduation of English Language Learners
Quelle	(2023), (120 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, St. John's University (New York)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-2302-6
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Comparative Analysis; Course Selection (Students); Graduation Rate; High School Students; Self Efficacy; Academic Achievement; Longitudinal Studies; Correlation; Educational Quality; Social Cognition; Prediction; Equal Education; Educational Opportunities; Disadvantaged; Access to Education; Students with Disabilities; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Course selection; Student; Students; Kurswahl; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Quality of education; Bildungsqualität; Soziale Kognition; Vorhersage; Bildungsangebot; Bildungschance; Education; Access; Bildung; Zugang; Bildungszugang; Disability; Disabilities; Behinderung
Abstract	This study examines how Science, Technology, Engineering, and Mathematics (STEM) Education may improve English Language Learners' academic achievement and high school graduation. In particular, it highlights the plight faced by ELLs in high schools regarding quality education that allows them to graduate on time and attend college. The analysis for this study is grounded on the self-efficacy component of Albert Bandura's Social Cognitive Theory (Bandura, 1977), which focuses on the hypothesis that students are motivated by positive experiences that contributes to their academic success (Hsieh & Kang, 2010). Using Albert Bandura's self-efficacy framework and nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09), this study will analyze: (a) To what extent do ELLs differ from non-English learners in STEM course-taking?; (b) To what extent do ELLs differ from non-English learners in high school graduation? ; (c)To what extent do ELLs differ from non-English learners in STEM efficacy?; (d) To what extent is higher STEM efficacy related to STEM course-taking for ELLs?; and (e) To what extent is higher STEM efficacy related to high school graduation for ELLs? The sample for this study consists of a subset of 546 ELLs. Two independent sample t-tests were performed to compare ELLs and non-English learners' STEM participation and STEM efficacy. A chi-square test of independence will be implemented to compare ELLs and non-English learners' high school graduation. Multivariate linear regression analysis was conducted to explore STEM course-taking predictability related to STEM course-taking efficacy. In addition, a logistic regression analysis will be conducted to investigate the degree to which higher STEM efficacy is related to ELLs' high school graduation. This study is significant because the national graduation rate of ELLs is 69.9 %, compared to 84% for the general student population (U.S. Department of Education, NCES, 2017) (Ku & Brantly, 2020). Ensuring all our students have proper access and equitable opportunities to quality education, including ELLs and ELLs with disabilities, is a matter of social justice. As responsible and ethical leaders, we must be agents of change, ensuring all historically disadvantaged students have equitable opportunities to achieve and access academic excellence. [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	2024/1/01