Identity development during STEM integration for underrepresented minority students:
Over the past three decades, research efforts and interventions have been implemented across the United States to increase the persistence of underrepresented minority (URM) students in science, technology, engineering, and math (STEM). This Element systematically compares STEM interventions that of...
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2020
|
| Schriftenreihe: | Cambridge elements. Elements in applied social psychology
|
| Schlagworte: | |
| Online-Zugang: | BSB01 UBG01 Volltext |
| Zusammenfassung: | Over the past three decades, research efforts and interventions have been implemented across the United States to increase the persistence of underrepresented minority (URM) students in science, technology, engineering, and math (STEM). This Element systematically compares STEM interventions that offer resources and opportunities related to mentorship, research, and more. We organize the findings of this literature into a multi-phase framework of STEM integration and identity development. We propose four distinct phases of STEM integration: Phase 1: High School; Phase 2: Summer before College; Phase 3: First Year of College; and Phase 4: Second Year of College through Graduation. We combine tenets of theories about social identity, stereotypes and bias, and the five-factor operationalization of identity formation to describe each phase of STEM integration. Findings indicate the importance of exploration through exposure to STEM material, mentorship, and diverse STEM communities. We generalize lessons from STEM interventions to URM students across institutions |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 29 Oct 2020) |
| Beschreibung: | 1 Online-Ressource (64 Seiten) |
| ISBN: | 9781108882071 |
| DOI: | 10.1017/9781108882071 |
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| author | Kuchynka, Sophie L. ca. 20./21. Jh Gates, Alexander E. 1957- Rivera, Luis M. ca. 20./21. Jh |
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| index_date | 2024-07-03T16:01:36Z |
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| isbn | 9781108882071 |
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| spelling | Kuchynka, Sophie L. ca. 20./21. Jh. (DE-588)1222114380 aut Identity development during STEM integration for underrepresented minority students Sophie L. Kuchynka, Alexander E. Gates, Luis M. Rivera Cambridge Cambridge University Press 2020 1 Online-Ressource (64 Seiten) txt rdacontent c rdamedia cr rdacarrier Cambridge elements. Elements in applied social psychology Title from publisher's bibliographic system (viewed on 29 Oct 2020) Over the past three decades, research efforts and interventions have been implemented across the United States to increase the persistence of underrepresented minority (URM) students in science, technology, engineering, and math (STEM). This Element systematically compares STEM interventions that offer resources and opportunities related to mentorship, research, and more. We organize the findings of this literature into a multi-phase framework of STEM integration and identity development. We propose four distinct phases of STEM integration: Phase 1: High School; Phase 2: Summer before College; Phase 3: First Year of College; and Phase 4: Second Year of College through Graduation. We combine tenets of theories about social identity, stereotypes and bias, and the five-factor operationalization of identity formation to describe each phase of STEM integration. Findings indicate the importance of exploration through exposure to STEM material, mentorship, and diverse STEM communities. We generalize lessons from STEM interventions to URM students across institutions Science Study and teaching United States Technology Study and teaching United States Engineering Study and teaching United States MathematicsxStudy and teaching United States Minorities Education United States Minority students United States Inclusive education United States Gates, Alexander E. 1957- (DE-588)140388079 aut Rivera, Luis M. ca. 20./21. Jh. (DE-588)1222114933 aut Erscheint auch als Druck-Ausgabe 978-1-108-79478-7 https://doi.org/10.1017/9781108882071 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Kuchynka, Sophie L. ca. 20./21. Jh Gates, Alexander E. 1957- Rivera, Luis M. ca. 20./21. Jh Identity development during STEM integration for underrepresented minority students Science Study and teaching United States Technology Study and teaching United States Engineering Study and teaching United States MathematicsxStudy and teaching United States Minorities Education United States Minority students United States Inclusive education United States |
| title | Identity development during STEM integration for underrepresented minority students |
| title_auth | Identity development during STEM integration for underrepresented minority students |
| title_exact_search | Identity development during STEM integration for underrepresented minority students |
| title_exact_search_txtP | Identity development during STEM integration for underrepresented minority students |
| title_full | Identity development during STEM integration for underrepresented minority students Sophie L. Kuchynka, Alexander E. Gates, Luis M. Rivera |
| title_fullStr | Identity development during STEM integration for underrepresented minority students Sophie L. Kuchynka, Alexander E. Gates, Luis M. Rivera |
| title_full_unstemmed | Identity development during STEM integration for underrepresented minority students Sophie L. Kuchynka, Alexander E. Gates, Luis M. Rivera |
| title_short | Identity development during STEM integration for underrepresented minority students |
| title_sort | identity development during stem integration for underrepresented minority students |
| topic | Science Study and teaching United States Technology Study and teaching United States Engineering Study and teaching United States MathematicsxStudy and teaching United States Minorities Education United States Minority students United States Inclusive education United States |
| topic_facet | Science Study and teaching United States Technology Study and teaching United States Engineering Study and teaching United States MathematicsxStudy and teaching United States Minorities Education United States Minority students United States Inclusive education United States |
| url | https://doi.org/10.1017/9781108882071 |
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