Examining the Influence of a STEM Certification Model on Female, Minority Science Outcomes

Autor/inn/en	Wendt, Jillian L.; Rockinson-Szapkiw, Amanda; Cordes, Megan
Titel	Examining the Influence of a STEM Certification Model on Female, Minority Science Outcomes
Quelle	In: Journal of Educational Research, 111 (2018) 6, S.666-677 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wendt, Jillian L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2017.1396437
Schlagwörter	STEM Education; Gender Differences; Racial Differences; Ethnicity; Elementary School Science; Science Achievement; At Risk Students; Correlation; Mathematics Achievement; Reading Achievement; Stereotypes; Grade 3; Grade 4; Grade 5; Georgia + Suchen Sie Ihr Suchwort? STEM; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Klischee; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	The authors of this exploratory study examine the influence of the Georgia science, technology, engineering, and mathematics (STEM) model; gender; race; and other achievement on elementary students' science outcomes in Title I schools. Results of the study demonstrate that a positive relationship exists between students participating in a STEM-certified school and science achievement at the third-grade level (n = 339), and that race, gender, and mathematics and reading achievement did not significantly explain science achievement. At the Grade 5 level (n = 279), a negative relationship was found between science achievement and type of school, with students participating in STEM schools scoring lower than those students participating in non-STEM schools. Moreover, in Grade 5, the combination of demographic variables, race and gender, did significantly explain science achievement. The practical and empirical implications of the results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01