Mind the Gap: Student Researchers Use Secondary Data to Explore Disparities in STEM Education

Bean, Nathan; Gnadt, Amanda S.; Maupin, Nicole; White, Sherry A.; Andersen, Lori

doi:10.4148/2373-0994.1002

Cited by 8 publications

(6 citation statements)

References 8 publications

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“…This calls for a serious consideration by the Ministry of Education in order to achieve the ratio of 60:40 in the number of students enrolled in the science stream and arts stream. Another growing concern in regard to the STEM performance is the high competition in the workforce (Bean, Gnadt, Maupin, White, & Anderson, 2016;Ling, Lee & Jiebo, 2016). Thus, the move to solidify English is a propitious one but there are some hindrances that need be overcome when making English the instructional medium in the teaching and learning of content subjects, specifically Mathematics and Science.…”

Section: Findings and Discussionmentioning

confidence: 99%

Illuminating Students’ Understanding and Acceptance Towards the Dual Language Programme (Dlp)

Suliman

Nor

Yunus

2020

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The Dual Language Programme (DLP) is an initiative introduced by the Ministry of Education to advocate the teaching and learning of science and mathematics in the English language. Resembling the previous educational policy named PPSMI, this programme commenced in 2016, offering the flexibility for English to be used as the instructional medium for the two subjects. After four years of its inception, it is crucial to discover the programme's acceptance among those involved directly with the programme. Thus, this study expounds students’ understanding and acceptance of the programme by investigating the influence of age, gender, locality and the type of school on their understanding and acceptance of DLP. This study involved 2162 students, and it was found that their understanding and acceptance level of the programme are at a moderately high level. The findings also revealed a significant difference between the acceptance of the programme. As an alternative to solidify the English mastery, the implementation of DLP needs to be improved for it to be well-accepted by interest groups.

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Section: Findings and Discussionmentioning

confidence: 99%

Illuminating Students’ Understanding and Acceptance Towards the Dual Language Programme (Dlp)

Suliman

Nor

Yunus

2020

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“…After this inclusion criterion was applied, our analytic sample dropped from 61 to 50 studies (see Figure 1). For example, we excluded studies by Bean et al (2016), Whalen and Shelly (2010), Lord et al (2011), Kokkelenberg and Sinha (2010), Hill (2017), Fenske et al (2000), Riegle-Crumb et al (2012), and Green and Sanderson (2018) because their findings applied to the general population rather than a subgroup of minoritized populations. The final analytic sample on which our synthesis is based includes 37 quantitative studies, 2 mixed methods, and 11 qualitative studies.…”

Section: Methodsmentioning

confidence: 99%

“…The literature reports evidence that although many RMS express a strong preference for and interest in STEM fields (Baird et al, 2018; Bean et al, 2016; Flynn, 2016; Lichtenberger & George-Jackson, 2013; Ma, 2009), they are less likely to graduate with STEM majors (Ma, 2009). This outcome is due, in part, to Black and Latinx students’ lower high school graduation and college enrollment rates compared to Whites and Asian.…”

Section: Background: Racial Gaps In Stem College and Workforce Participationmentioning

confidence: 99%

“…Together these factors contribute directly and indirectly to White and Asian students being overrepresented in physical sciences, engineering, and computer science (Crisp et al, 2009), along with a large representation of immigrant youth (Bean et al, 2016; Lichtenberger & George-Jackson, 2013; Ma, 2009). Notably, the lower rates of high school graduation among RMS are, in part, a consequence of structural issues that transcend the influence of individual personal characteristics.…”

Section: Background: Racial Gaps In Stem College and Workforce Participationmentioning

confidence: 99%

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Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research

Bottía¹,

Mickelson²,

Jamil

et al. 2021

Review of Educational Research

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Racially minoritized students in the United States constitute 30% of the U.S. population, but students from these populations represent a smaller proportion of those who earn science, technology, engineering, and mathematics (STEM) undergraduate degrees. This disproportionality contributes to race/ethnic income, status, and power inequalities linked to STEM careers. Using a combination of vote counting and narrative approaches, the authors synthesize 50 recent articles about the factors related to college students’ STEM participation. Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed.

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“…Sources of items and scales for the Grade 12 Student Survey included the National Center for Education Statistics’ High School Longitudinal Study, the Consortium for Chicago School Research's Biennial Chicago Public School Student Survey, and surveys used in SRI's Program Evaluation of the Innovative Technology Experiences for Students and Teachers Program and its Evaluation of the Texas High School Project (THSP). Survey scales from these instruments have demonstrated predictive validity with respect to variables such as science self‐efficacy (Bean, Gnadt, Maupin, White, & Andersen, ) and high school graduation rates (Allensworth, Healey, Gwynne, & Crespin, ).…”

Section: Methodsmentioning

confidence: 99%

Expanding STEM opportunities through inclusive STEM‐focused high schools

Means¹,

Wang²,

Wei³

et al. 2017

Sci. Ed.

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Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools—that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline. Hierarchical modeling was applied to data from student surveys and state longitudinal data records for 5113 students graduating from 39 ISHSs and 22 comprehensive high schools in North Carolina and Texas. Compared to peers from the same demographic group with similar Grade 8 achievement levels, underrepresented minority and female ISHS students in both states were more likely to undertake advanced STEM coursework. Hispanics in Texas and females in both states expressed more STEM career interest in Grade 12 if they attended an ISHS. Positive relationships between ISHS attendance and grade point average were found in the total sample and each subgroup in North Carolina. Positive ISHS advantages in terms of test scores for the total student sample were found for science in both states and for mathematics in Texas. For the various student subgroups, test score differences favored the ISHS samples but attained statistical significance only for African Americans’ science achievement scores in the Texas study.

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Mind the Gap: Student Researchers Use Secondary Data to Explore Disparities in STEM Education

Cited by 8 publications

References 8 publications

Illuminating Students’ Understanding and Acceptance Towards the Dual Language Programme (Dlp)

Illuminating Students’ Understanding and Acceptance Towards the Dual Language Programme (Dlp)

Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research

Expanding STEM opportunities through inclusive STEM‐focused high schools

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