Specialized Public High Schools of Science, Mathematics, and Technology and the STEM Pipeline: What Do We Know Now and What Will We Know in 5 Years?

Subotnik, Rena F.; Tai, Robert H.; Rickoff, Rochelle; Almarode, John

doi:10.1080/02783190903386553

Cited by 98 publications

(78 citation statements)

References 23 publications

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“…The EE program is also associated with Alabama's Science, Technology, Engineering, and Mathematics (STEM) educational program. It is common that the students who have interests and talents in mathematics and science at school are more likely to pursue college degrees and career paths in fields of STEM (Subotnik et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Minority High School Students in Non-Math-Science-Oriented and Math-Science-Oriented Majors: Do They View the Environment Differently?

2018

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Abstract:The aim of the study was to investigate differences, if any, in environmental attitude, knowledge, experience and participation, between non-math-science (NMS) and math-science (MS) high school students from minority ethnic groups. A 16-item survey instrument was used for data collection. Participants were students at eight high schools in Madison County, Alabama, USA who were enrolled in North Alabama Center for Educational Excellence's (NACEE's) 2014 and 2015 summer programs. Eighty-six completed questionnaires were collected, the majority from Black/African-American and Hispanic minority ethnic groups. Pearson's chi-square test and Spearman rho correlation were applied to assess differences and relationships between the groups. We found high level of positive attitude (NMS [95%] and MS [98%]) towards environmental protection among both groups; however, no statistically significant differences were evident. While both groups had low levels of participation and engagement in environmental protection and outdoor recreation activities, the MS group had comparatively higher participation than the NMS group. The relationship between participation and satisfaction was significantly positive for MS students and significantly negative for NMS students. To increase minority students' knowledge and participation in pro-environmental activities in the future, Alabama's Environmental Education Program should emphasize selective activities (e.g., involving students' families and communities in environmental initiatives, providing opportunities to students to socialize and have fun with nature, and encouraging age-appropriate teaching and learning approaches).

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Section: Introductionmentioning

confidence: 99%

Minority High School Students in Non-Math-Science-Oriented and Math-Science-Oriented Majors: Do They View the Environment Differently?

2018

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“…However, these selected entry schools are not uniformly positioned across the country where all the gifted students can have an equal access. In the USA, students' access to STEM high schools is not widely available and geographically the distribution is uneven (Subotnik, Tai, Rickoff, & Almarode, 2009). Thus it necessitates that research should continue to find out any viable options that can improve the differentiated programs where more gifted students can gain access to utilise the available opportunity, and effectively they can maintain their socialization with mainstream students.…”

Section: Socio-economic and Political Aspects Related To Gifted Educamentioning

confidence: 99%

Towards the Achievement of a Unified, Uniform and Socially-Just 'Gifted Education Policy Acceptable on a Global Scale

Chowdhury¹

2017

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The article examines socio-economic and political influences on gifted education. It highlights the widespread disparity between advantaged and disadvantaged 'gifted and talented' students in terms of the extent to which they benefit from gifted education. Negative perceptions of social egalitarianism and societal misconceptions in giftedness are critically analysed. Cultural aspects related to gifted education are emphasized with a particular focus on the specific 'science' domain of giftedness. The article proposes and outlines future research in gifted education to address the issues of 'cultural-clashes' and 'cross-cultural border crossing' encountered by gifted and other students in their daily lives. Future outcomes from the proposed research might help teachers adapting their teaching styles and pedagogies to address the needs of gifted students, and assist future longitudinal research related to their cognitive, affective and social development.

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“…Fakat araştırmacılar tarafında FeTeMM hattında bazı sızıntılar gözlemlenmiştir. FeTeMM hattında sızıntı derken şu kastedilmektedir: FeTeMM alanında başlangıç yapan öğrenciler ileride bu alanı değiştirmekte yada başka bir alanda kariyer sahibi olmaktadırlar (Blickenstaff, 2005;Lee, 2011;Subotnik, Tai, Rickoff ve Almarode, 2010;Xu, 2008). Bu sızıntıyı önlemek amacıyla, FeTeMM eğitimine verilen önem artırılmıştır.…”

Section: Fetemm Eğitiminin Gerekliliğiunclassified

Is STEM Academy Designation Synonymous with Higher Student Achievement?

Oner¹,

Capraro²

2016

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Specialized Public High Schools of Science, Mathematics, and Technology and the STEM Pipeline: What Do We Know Now and What Will We Know in 5 Years?

Cited by 98 publications

References 23 publications

Minority High School Students in Non-Math-Science-Oriented and Math-Science-Oriented Majors: Do They View the Environment Differently?

Minority High School Students in Non-Math-Science-Oriented and Math-Science-Oriented Majors: Do They View the Environment Differently?

Towards the Achievement of a Unified, Uniform and Socially-Just 'Gifted Education Policy Acceptable on a Global Scale

Is STEM Academy Designation Synonymous with Higher Student Achievement?

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