Student and Parent Perceptions of STEM after Student Participation in a Virtual Summer Program Hosted by National Laboratory

Autor/in	Horn, Amanda
Titel	Student and Parent Perceptions of STEM after Student Participation in a Virtual Summer Program Hosted by National Laboratory
Quelle	(2023), (229 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, State University of New York at Buffalo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-3466-4
Schlagwörter	Hochschulschrift; Dissertation; Student Attitudes; Parent Attitudes; STEM Education; Minority Group Students; Disproportionate Representation; Informal Education; Science Instruction; Summer Programs; Positive Attitudes; Self Esteem; Sense of Community; Electronic Learning; Student Participation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schülerverhalten; Elternverhalten; STEM; Informelle Bildung; Nichtformale Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sommerkurs; Self-esteem; Selbstaufmerksamkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Minoritized communities, including Black and African American, Hispanic and Indigenous populations have remained historically underrepresented in STEM careers due to persistent challenges in the STEM pipeline. The STEM pipeline has struggled to retain minoritized students in their journeys to pursue STEM degrees and careers due to systemic racism, micro aggressions, as well as barriers and gatekeeping. To address this persistent issue, informal science education programs have been developed to offer students opportunities to engage in STEM activities outside of school and bolster their decisions to pursue STEM majors and careers. This instrumental case study examined one informal science education program through the use of interviews with student participants and their parents, as well as reflective analytic memos to analyze the perspectives of students and their parents regarding the program's influence on their views of STEM majors and careers. This case study is an extension of a previous pilot study which explored the experiences of participants in the informal science education program. Results from this study suggest that the Summer Science Institute did not change student's personal, academic or professional plans, but it did encourage students to consider new future plans, such as a future Summer STEM program. Students and parents expressed positive opinions and attitudes towards science after participating in the program and there was strong evidence that it positively influenced students' confidence and capability. There was some evidence that the program also influenced students' feelings of belonging. [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