scholarly journals Do Biology Majors Really Differ from Non–STEM Majors?

2017 ◽  
Vol 16 (3) ◽  
pp. ar48 ◽  
Author(s):  
Sehoya Cotner ◽  
Seth Thompson ◽  
Robin Wright
Keyword(s):  
Life Sciences ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Science Technology ◽  
Informed Citizenry ◽  
Improved Learning ◽  
And Mathematics ◽  
Survey Responses ◽  
Science Educators ◽  
Biology Majors

Recent calls to action urge sweeping reform in science education, advocating for improved learning for all students—including those majoring in fields beyond the sciences. However, little work has been done to characterize the differences—if any exist—between students planning a career in science and those studying other disciplines. We describe an attempt to clarify, in broad terms, how non–STEM (science, technology, engineering, and mathematics) majors differ from life sciences majors, and how they are similar. Using survey responses and institutional data, we find that non–STEM majors are not unilaterally science averse; non–STEM majors are more likely than biology majors to hold misconceptions about the nature of science, yet they are not completely ignorant of how science works; non–STEM majors are less likely than biology majors to see science as personally relevant; and non–STEM majors populations are likely to be more diverse—with respect to incoming knowledge, perceptions, backgrounds, and skills—than a biology majors population. We encourage science educators to consider these characteristics when designing curricula for future scientists or simply for a well-informed citizenry.

Atlas of Black Scholarship for Inclusive and Racially Diverse STEM Curricula – Volume I

2020 ◽  
Author(s):  
Aparna Anandkumar ◽  
Ariel Moline ◽  
Pascale Guiton
Keyword(s):  
Life Sciences ◽  
Racially Diverse ◽  
Science Technology ◽  
And Mathematics ◽  
Science Educators

Black scientists are major contributors to the advancement of Science, Technology, Engineering, and Mathematics (STEM). Yet, most of us know very little about these accomplishments. Here, we provide the first volume of the Atlas of Black Scholarship (A.B.S.) for inclusion to help science educators in the Life Sciences and Chemistry integrate the work of Black scientists into their curricula.

scholarly journals Computer-Based and Paper-and-Pencil Tests: A Study in Calculus for STEM Majors

2020 ◽  
Vol 58 (7) ◽  
pp. 1256-1278
Author(s):  
Lawrence Smolinsky ◽  
Brian D. Marx ◽  
Gestur Olafsson ◽  
Yanxia A. Ma
Keyword(s):  
Due Dates ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Science Technology ◽  
Use Of Technology ◽  
Quasi Experimental ◽  
Computer Based ◽  
Computer Based Testing ◽  
Paper And Pencil ◽  
And Mathematics

Computer-based testing is an expanding use of technology offering advantages to teachers and students. We studied Calculus II classes for science, technology, engineering, and mathematics majors using different testing modes. Three sections with 324 students employed: paper-and-pencil testing, computer-based testing, and both. Computer tests gave immediate feedback and allowed multiple submissions and pooling. Paper-and-pencil tests (PPTs) required work and explanation allowing inspection of high cognitive demand tasks. Each test mode used the strength of its method. Students were given the same lecture by the same instructor on the same day and the same homework assignments and due dates. The design is quasi-experimental, but students were not aware of the testing mode at registration. Two basic questions examined were as follows: (a) Do paper-and-pencil and computer-based tests (CBTs) measure knowledge and skill in science, technology, engineering, and mathematics Calculus II in a consistent manner? (b) How does the knowledge and skill gained by students in a fully computer-based Calculus II class compare to students in a class requiring pencil-and-paper tests and hence some paper-and-pencil work. These results indicate that CBTs are as consistent with PPTs as CBTs are with themselves. Results are also consistent with classes using PPTs having slightly better outcomes than fully computer-based classes using only computer assessments.

Persistence of Latinas in STEM at an R1 Higher Education Institution in Texas

2020 ◽  
pp. 153819272091836
Author(s):  
Elsa Gonzalez ◽  
Cecilia Contreras Aguirre ◽  
Joenie Myers
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Resilience Theory ◽  
Stem Fields ◽  
Higher Education Institution ◽  
Stem Majors ◽  
Latina Students ◽  
Science Technology ◽  
Tier 1 ◽  
And Mathematics

This study examined the success and persistence of Latina students in the complex environment of science, technology, engineering, and mathematics (STEM) fields at a Tier 1 Research higher education institution in Texas. For this qualitative study, 10 Latina students pursuing STEM majors were interviewed within a framework focusing on Greene’s resilience theory. Results of this study suggest a strong likelihood for Latinas to succeed in STEM fields because of their development of resilience.

Exploring Reactions to Hacktivism Among STEM College Students: A Preliminary Model of Hacktivism Support and Resistance

2014 ◽  
Vol 33 (4) ◽  
pp. 479-497
Author(s):  
Lisa M. PytlikZillig ◽  
Shiyuan Wang ◽  
Leen-Kiat Soh ◽  
Alan J. Tomkins ◽  
Ashok Samal ◽  
...  
Keyword(s):  
Specific Context ◽  
Mathematics Majors ◽  
Mediation Analyses ◽  
Science Technology ◽  
Utilitarian Value ◽  
Preliminary Model ◽  
Midwestern University ◽  
Support Resistance ◽  
And Mathematics ◽  
Willingness To Report

This study investigated the predictors of support for and resistance to hacktivism in a sample of 78 science, technology, engineering, and mathematics majors at a Midwestern university. Results from surveys about real-world instances of hacktivism indicate different preexisting global attitudes predict specific situational hacktivism support (predicted by admiration) versus resistance (predicted by willingness to report). Also, participants gave greater weight to their perceptions of hacktivist (rather than target) trustworthiness/untrustworthiness. Comparisons among different facets of trustworthiness suggest perceptions of shared values with and integrity of the hacktivists are especially important for predicting support and resistance. Participants also were more supportive of hacktivism rated as having higher utilitarian value but not less supportive of hacktivism initiated for retribution. Mediation analyses indicated that situation perceptions significantly mediated the effects of global attitudes on hacktivism support/resistance, but that the significance of specific mediators was inconsistent across analyses. This suggests that the importance of mediators may depend on specific context.

scholarly journals Teamwork Makes the Dream Work: Experiences of Student-Athletes in STEM with Dual Advising

2021 ◽  
Vol 41 (1) ◽  
pp. 47-63
Author(s):  
Nikola Grafnetterova ◽  
Hilda Cecilia Contreras Aguirre ◽  
Rosa M. Banda
Keyword(s):  
Student Athletes ◽  
College Graduates ◽  
Division I ◽  
Comprehensive Model ◽  
Work Experiences ◽  
Dream Work ◽  
Stem Majors ◽  
Science Technology ◽  
And Mathematics ◽  
Collaborative Efforts

Despite the nation's critical need for science, technology, engineering, and mathematics (STEM) college graduates, the National Collegiate Athletic Association's Division I student-athletes represent a small portion of STEM majors. Student-athletes pursuing STEM disciplines benefit from the assistance of academic and athletic advisors; this study explored student-athletes' experiences with such dual advising. Building on Terenzini and Reason's (2005) comprehensive model of influences on student learning and persistence, our findings highlighted STEM athletes' need for individualized advising, support engagement in STEM, and options and flexibility in the curriculum. The study also exposed uncertainty about the different roles of academic and athletic advising units and the ways limited communication diminishes the effectiveness of the advising units' collaborative efforts.

scholarly journals Mujeres en STEM, un reto educativo

2020 ◽  
pp. 20-29
Author(s):  
Jessica Sandoval-Palomares ◽  
Heraclio García-Cervantes ◽  
Alan David Blanco-Miranda ◽  
Didia Carillo-Hernández
Keyword(s):  
Gender Gap ◽  
Gender Stereotypes ◽  
Academic Training ◽  
Leadership Positions ◽  
Mathematics Majors ◽  
Science Technology ◽  
Training Satisfaction ◽  
Labor Issue ◽  
And Mathematics ◽  
Science Technology And Innovation

Science, technology and innovation are elements to respond to the challenges that must be faced, such as, among others, climate change, renewable energies, the nutrition of humanity, health and the administration of resources. Currently, women have a low percentage of representation in science, technology, engineering and mathematics majors, STEM, for its acronym in English; the gender gap persists in the labor issue, where companies are required to allow women to enter leadership positions. The ONU, to respond to this evident disparity, in 2015 establishes an international day to recognize the important role it has in science and technology, which is proclaimed on February 11 as International Day of Women and Girls in the Science. This research analyzes the perception of women who were trained in STEM careers, with the purpose of knowing their perception in six aspects, namely; Perception of their academic training, ability to learn and solve problems in STEM areas, social, educational or family support, academic training, satisfaction in their work and the work environment, gender stereotypes and the analysis of the skills or competencies required.

Learning Scientific Reasoning Skills May Be Key to Retention in Science, Technology, Engineering, and Mathematics

2015 ◽  
Vol 19 (2) ◽  
pp. 126-144 ◽  
Author(s):  
Jamie L. Jensen ◽  
Shannon Neeley ◽  
Jordan B. Hatch ◽  
Ted Piorczynski
Keyword(s):  
Scientific Reasoning ◽  
Educational Interventions ◽  
The United States ◽  
Reasoning Ability ◽  
Stem Majors ◽  
Freshman Year ◽  
Science Technology ◽  
Reasoning Skills ◽  
And Mathematics ◽  
High Level

The United States produces too few Science, Technology, Engineering, and Mathematics (STEM) graduates to meet demand. We investigated scientific reasoning ability as a possible factor in STEM retention. To do this, we classified students in introductory biology courses at a large private university as either declared STEM or non-STEM majors and assessed their reasoning ability using the Lawson Classroom Test of Scientific Reasoning. We then obtained their declared majors 1 to 4 years later. We found that reasoning ability correlates with high-level performance and final course grades. In addition, results indicate that STEM majors have higher reasoning skills than non-STEM majors but not until after the freshman year. However, we show that reasoning ability does not predict retention or declaration of a STEM degree and suggests instead that increased reasoning skills are a product of learning. We suggest educational interventions that may plug the leaky pipeline in STEM education.

Gender Equity in College Majors: Looking Beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation

2017 ◽  
Vol 55 (3) ◽  
pp. 453-487 ◽  
Author(s):  
Colleen M. Ganley ◽  
Casey E. George ◽  
Joseph R. Cimpian ◽  
Martha B. Makowski
Keyword(s):  
Gender Equity ◽  
Gender Bias ◽  
Gender Discrimination ◽  
College Major ◽  
College Majors ◽  
Stem Majors ◽  
Science Technology ◽  
Els 2002 ◽  
And Mathematics ◽  
The Impact

Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students’ perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. The perception of the major being math or science oriented is less important. We replicate these findings using a separate sample to measure college major traits. Results suggest the need to incorporate major-level traits in research on gender gaps in college major choices and the need to recognize the impact of perceptions of potential gender discrimination on college major choices.

Sign in / Sign up

Export Citation Format

Share Document