Literaturnachweis - Detailanzeige
| Autor/inn/en | García, Hugo A.; Hotchkins, Bryan K.; McNaughtan, Jon |
|---|---|
| Titel | "Why Not?": How STEM Identity Development Promotes Black Transfer and Transition |
| Quelle | In: Journal of Negro Education, 88 (2019) 3, S.343-357 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| Schlagwörter | STEM Education; Identification (Psychology); African American Students; Disproportionate Representation; College Transfer Students; Majors (Students); Student Attitudes; Recognition (Achievement); Community Colleges; Competence; Academic Achievement |
| Abstract | Policymakers have argued that increasing the number of highly skilled science, technology, engineering, and mathematics (STEM) professionals is critical to the economic stability and growth of the U.S. In addition, a desire to resolve the historically low representation of racial/ethnic-minority students in STEM has been a critical aspect of the discussion. Using science identity theory, this study explores how the tenets of science identity help Black students develop a science identity and transition from the community college to a four-year institution. Based in the results of this qualitative study, the development of science identity promoted the desire to major in a STEM degree and facilitated the transfer and transition to the university for Black students. (As Provided). |
| Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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