Доступ предоставлен для: Guest
Journal of Women and Minorities in Science and Engineering

Выходит 6 номеров в год

ISSN Печать: 1072-8325

ISSN Онлайн: 1940-431X

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

Indexed in

CONNECTING TEACHER PERCEPTIONS TO STEM OCCUPATIONAL GOALS IN LOWINCOME ADOLESCENTS OF COLOR

Том 23, Выпуск 1, 2017, pp. 73-86
DOI: 10.1615/JWomenMinorScienEng.2017015905
Get accessGet access

Краткое описание

Men of color are under-represented and women of color are unevenly represented within science careers (National Science Foundation, 2015). Career development models suggest that this underrepresentation can be traced back to opportunities encountered and support given during adolescence. This studyexamined science, technology, engineering and math (STEM) related occupational goals of young adolescents of color from low-income schools and the unique contributions of teacher support to these goals. Two-hundred eighteen sixth-grade students from low-income schools answered a survey on academic beliefs and demographics, as well as wrote about their anticipated careers. Additionally, thirteen math and science teachers reported their perceptions of the students while the school district provided student grades. Thirty-one percent of students specifically listed doctor or -veterinarian occupational goals while less than 7% listed a specific career in science, engineering, or technology. According to logistic regression analysis, males were less likely to have STEM career goals compared to their female peers and students who were positively viewed by their teachers were more likely to have STEM career goals, controlling for grades and math self-efficacy. Young adolescents of color demonstrate a high level of interest in certain types of STEM careers, yet gender differences and the role of teacher perceptions have implications for placement in math and science classes as well as future career pathways to increase diversity.

ЦИТИРОВАНО В
  1. Sahin Alpaslan, Waxman Hersh C, Characteristics of Secondary Students who have Intentions to Choose a STEM Major in College: Findings from a Three-Year Study, Eurasia Journal of Mathematics, Science and Technology Education, 16, 12, 2020. Crossref

Статьи, принятые к публикации

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
Портал Begell Электронная Бибилиотека e-Книги Журналы Справочники и Сборники статей Коллекции Цены и условия подписки Begell House Контакты Language English 中文 Русский Português German French Spain