Accessing Stem-Focused Education: Factors That Contribute to the Opportunity to Attend Stem High Schools across the United States

Autor/in	Rogers-Chapman, M. Felicity
Titel	Accessing Stem-Focused Education: Factors That Contribute to the Opportunity to Attend Stem High Schools across the United States
Quelle	In: Education and Urban Society, 46 (2014) 6, S.716-737 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124512469815
Schlagwörter	STEM Education; Educational Opportunities; High Schools; Access to Education; Disproportionate Representation; Disadvantaged Youth; African American Students; Hispanic American Students; Educational Policy; Social Stratification; Correlation; Socioeconomic Status; Racial Differences; Predictor Variables; Statistical Analysis; Regression (Statistics); Geographic Distribution; Comparative Analysis + Suchen Sie Ihr Suchwort? STEM; Bildungsangebot; Bildungschance; High school; Oberschule; Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Politics of education; Bildungspolitik; Soziale Zusammensetzung; Korrelation; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Prädiktor; Statistische Analyse; Regression; Regressionsanalyse
Abstract	In recent years, policy makers, researchers, and educators have focused on the preparation of individuals in STEM (science, technology, engineering, and mathematics) fields. One popular policy lever is STEM-focused high schools. The purpose of this study is to identify which student populations have access to STEM secondary schools. By comparing STEM high schools to neighborhood schools and districts, this study finds access to STEM high schools to be unevenly distributed. Among the key findings is that STEM high schools tend to have fewer students from disadvantaged groups than their district averages. Furthermore, I find that African Americans are disproportionately represented in admissions-only STEM high schools. As funding for more STEM high schools is allocated and infused into the system, it is important to identify locations and groups that may benefit and currently lack access to STEM high schools. Decision makers would be wise to place future STEM high schools in areas with high percentages of Latino students who may benefit from these unique programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10