Abonnement à la biblothèque: Guest
Journal of Women and Minorities in Science and Engineering

Publication de 6  numéros par an

ISSN Imprimer: 1072-8325

ISSN En ligne: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

NEW AMERICAN SCIENTISTS: FIRST GENERATION IMMIGRATION STATUS AND COLLEGE STEM ASPIRATIONS

Volume 22, Numéro 1, 2016, pp. 1-21
DOI: 10.1615/JWomenMinorScienEng.2016015227
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RÉSUMÉ

Although 15% of engineering and technology positions are filled by foreign workers on temporary visas, little attention is given to first generation immigrant students in the U.S. who are poised to fill this gap in the science, technology, engineering, and math (STEM) pipeline. This mixed-method study of 1073 high school freshmen and sophomores in an urban district investigated the association between immigrant status and predictors of persistence in STEM. Immigrant students reported higher science and math self-concept, and higher engagement and grades in STEM subjects. Immigrant status was associated with increased odds of aspirations for college study in STEM as mediated by math self-concept. Interviews revealed family patterns of instrumental and emotional support for academic skills and interests in STEM.

CITÉ PAR
  1. Jeffries David, Curtis David D., Conner Lindsey N., Student Factors Influencing STEM Subject Choice in Year 12: a Structural Equation Model Using PISA/LSAY Data, International Journal of Science and Mathematics Education, 18, 3, 2020. Crossref

  2. Freed Rachel, McKinnon David, Fitzgerald Michael, Norris Christina M., Development and validation of an astronomy self-efficacy instrument for understanding and doing, Physical Review Physics Education Research, 18, 1, 2022. Crossref

Prochains articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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