An Exploration of How Leadership Can Help Increase and Maintain Female Student Interest and Engagement in STEM within One Rural School System

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Autor/in	Roof, Jonathan Lucas
Titel	An Exploration of How Leadership Can Help Increase and Maintain Female Student Interest and Engagement in STEM within One Rural School System
Quelle	(2023), (200 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Georgia
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-9068-7
Schlagwörter	Hochschulschrift; Dissertation; Students; Females; Rural Schools; STEM Education; STEM Careers; Student Interests; Leadership; Learner Engagement; Values; Social Values; Community Influence; Self Concept; Action Research; Researchers; Intervention; Program Design; Program Implementation; Ownership; Interpersonal Relationship; Program Effectiveness + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Schüler; Schülerin; Studentin; Weibliches Geschlecht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; STEM; Studieninteresse; Führung; Führungsposition; Wertbegriff; Sozialer Wert; Selbstkonzept; Projektforschung; Researcher; Forscher; Programme design; Programmaufbau; Programmplanung; Eigentum; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Background: The Dogwood Mountain School System (DMSS) faces the challenge of trying to address the apparent drop-off of female student interest in Science, Technology, Engineering, and Mathematics (STEM) and increase female student interest and engagement in STEM. Purpose: The purpose of this action research study was to understand how individual values, group values, and community values of action research team members and educational leaders impacted the identification and development of structures that could increase and maintain female student interest and engagement in STEM within the DMSS. Literature Review: The literature review examined research related to females and STEM education. The researcher examined three themes throughout the literature review: (1) Dynamics that Impact Female Student Interest in STEM, (2) Identifying with STEM, and (3) The Power of Educational Leadership and its Effects on STEM Education. Research Design: Two questions guided the study: (1) How do the values of action research team members impact the experience of designing and implementing interventions aimed at increasing and maintaining female student interest and engagement in STEM within a rural school system? (2) How do action research team members perceive the impact of implementing interventions to increase and maintain female student interest and engagement in STEM within a rural school system? Data Collection and Analysis: The action research team utilized qualitative data collection methods such as focus group interviews and questionnaires. An analysis of the data revealed four themes that assisted in guiding the analysis and understandings of the findings. Results: The four themes that emerged from the data collected were: the value of ownership, the value of community and relationships, recognizing the external impacts, and recognizing the internal impacts. Conclusion: Based on the data collection and analysis, the action research team perceived the interventions to have a positive impact on increasing and maintaining female student interest and engagement in STEM. Moreover, the values of ownership, community, and relationships had a noteworthy impact on designing and implementing the interventions. Several implications emerged for school leaders, researchers, and policymakers to consider when attempting to increase and maintain female student interest and engagement in STEM. [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