scholarly journals Does Latinx Representation Matter for Latinx Student Retention in STEM?

2018 ◽  
Vol 19 (4) ◽  
pp. 437-451 ◽  
Author(s):  
Blanca E. Rincón
Keyword(s):  
Graduate Students ◽  
Student Retention ◽  
Science Technology ◽  
Level Data ◽  
Stem Students ◽  
And Mathematics ◽  
The University ◽  
The Relationship

Using student-level data, this study explores the relationship between Latinx student representation in science, technology, engineering and mathematics (STEM) and student retention. Results revealed that a 1% increase in cohort-level Latinx student representation in STEM subfields is associated with a decrease in student departures from the university, but not STEM. Furthermore, Latinx STEM students may be more responsive to changes in the representation of their cohorts compared with increases in diversity for upper-division undergraduate or graduate students.

Fostering Persistence in Science, Technology, Engineering, and Mathematics (STEM): Creating an Equitable Environment That Addresses the Needs of Undergraduate Students

2022 ◽  
pp. 152102512110735
Author(s):  
Jennifer Louten
Keyword(s):  
Social Support ◽  
Student Retention ◽  
Undergraduate Students ◽  
Real World ◽  
Hispanic Students ◽  
Critical Issue ◽  
Degree Programs ◽  
Science Technology ◽  
Stem Students ◽  
And Mathematics

Student retention is a critical issue for universities, and nearly half of the students who start degree programs in science, technology, engineering, and mathematics (STEM) do not complete them. The current study tracks the progress of STEM students taking part in an entry-to-graduation program designed to build community, provide academic and social support, and promote engagement in academically purposeful activities. Although it had no effect on the number of students who changed their major, the program more than doubled the number of students who graduated in their original major. Black or Hispanic students taking part in the program also graduated at twice the rate of comparator students, largely attributable to the success of women in these groups. The results provide needed real-world insights into how to create an equitable environment that promotes the persistence and graduation of students, including those from groups historically underrepresented in STEM.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

scholarly journals “Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Kaitlyn Atkins ◽  
Bryan M. Dougan ◽  
Michelle S. Dromgold-Sermen ◽  
Hannah Potter ◽  
Viji Sathy ◽  
...  
Keyword(s):  
Career Pathways ◽  
Underrepresented Minority ◽  
Stem Fields ◽  
Underrepresented Minority Students ◽  
Research Mentorship ◽  
Demographic Similarity ◽  
Stem Students ◽  
And Mathematics ◽  
Scientific Identity ◽  
The Relationship

Abstract Background Mentorship has been well-established in the literature as fostering scientific identity and career pathways for underrepresented minority students in science, technology, engineering, and mathematics (STEM) fields. Mentorship is prioritized by programs that aim to increase diversity and support future leadership in STEM fields, but in-depth understanding of mentorship in these contexts remains limited. Drawing on qualitative interview data, we sought to understand the relationship between mentoring and scientific identity among a diverse sample of 24 students in one such program, in order to inform program development. Results Qualitative analysis of the data revealed that mentorship, especially research mentorship, was common and played a role in formation of scientific identity. Students with research mentors tended to say they strongly identified as scientists, whereas those who lacked research mentorship varied in their level of scientific identity. In interviews, research-mentored students described mentors as colleagues who gave them opportunities to grow and as examples to look up to. Students valued mentors with whom they identified on the basis of demographic similarity or shared values, as well as those who challenged them in their academic and research endeavors. Conclusions Our analysis highlights how different mentoring experiences can contribute to development of future STEM leadership. We discuss implications for practice, including the need for tailored mentoring approaches and research-focused mentoring, and offer several recommendations for research and programming.

4IR and Right to Education in Nigeria: Synergybetween Legal Instruments and Stem Education

2021 ◽  
Vol 12 (3) ◽  
pp. 2286-2295
Author(s):  
Mariam Adepeju Abdulraheem-Mustapha
Keyword(s):  
Stem Education ◽  
Industrial Revolution ◽  
Research Collaboration ◽  
Legal Protection ◽  
Right To Education ◽  
Fourth Industrial Revolution ◽  
Science Technology ◽  
And Mathematics ◽  
Laws And Policies ◽  
The Relationship

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

Plurilingualism and STEAM

2020 ◽  
Vol 5 (2) ◽  
pp. 1-23
Author(s):  
Daniel Roy Pearce ◽  
Mayo Oyama ◽  
Danièle Moore ◽  
Kana Irisawa
Keyword(s):  
Peace Education ◽  
Multimodal Data ◽  
Transferable Skills ◽  
Video Recordings ◽  
Science Technology ◽  
History Of ◽  
Field Notes ◽  
And Mathematics ◽  
The Relationship ◽  
Rich History

This contribution attempts to clarify the relationship between the practice of plurilingual education and STEAM (interdisciplinary pedagogy that incorporates science, technology, engineering, art, and mathematics) through the lens of peace learning at an elementary school in Japan. Japan has a rich history of peace education, although it has received limited focus in the international literature, whereas plurilingual education remains relatively unknown in the country. Within this context, the article examines a teacher-initiated plurilingual and intercultural project focused on a multidisciplinary approach to peace learning. Analyses of multimodal data, including video recordings, photographs, researchers' field notes, learners' journals, and semi-structured reflective interviews, will demonstrate how even within a highly homogenous context, practitioners can promote transferable skills and nurture a deeper awareness of language and openness to diversity, foster reflexivity, and encourage multidisciplinary engagement through plurilingual education, dialogue, and storying.

Developing a Multisemester Interwoven Dynamic Systems Project to Foster Learning and Retention of STEM Material

2004 ◽  
Author(s):  
Peter Avitabile ◽  
Stephen Pennell ◽  
John White
Keyword(s):  
Dynamic Systems ◽  
Basic Material ◽  
Mathematical Methods ◽  
Introductory Courses ◽  
New Approach ◽  
Science Technology ◽  
Educational Career ◽  
And Mathematics ◽  
Relationship Of ◽  
The Relationship

Students generally do not understand how basic STEM (Science, Technology, Engineering and Mathematics) material fits into all of their engineering courses. Basic material is presented in introductory courses but the relationship of the material to subsequent courses is unclear to the student since the practical relevance of the material is not necessarily presented. Students generally hit the “reset button” after each course not realizing the importance of basic STEM material. The capstone experience is supposed to “tie all the pieces together” but this occurs too late in the student’s educational career. A new multisemester interwoven dynamic systems project has been initiated to better integrate the material from differential equations, mathematical methods, laboratory measurements and dynamic systems across several semesters/courses so that the students can better understand the relationship of basic STEM material to an ongoing problem. This paper highlights the overall concept to be addressed by the new approach. The description of the project and modules under development are discussed.

scholarly journals A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes

2016 ◽  
Vol 15 (1) ◽  
pp. ar6 ◽  
Author(s):  
Justin D. Lewin ◽  
Erin L. Vinson ◽  
MacKenzie R. Stetzer ◽  
Michelle K. Smith
Keyword(s):  
High School Teachers ◽  
Instructional Behaviors ◽  
Instructional Style ◽  
Science Technology ◽  
Peer Discussion ◽  
The Status ◽  
And Mathematics ◽  
The University ◽  
University Science ◽  
Targeted Professional Development

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.

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