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ERIC Number: EJ1443763
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2148-9955
Available Date: N/A
The Influence of Historically Marginalized Undergraduate Students' Perceptions of STEM on Their Academic and Career Choices
International Journal of Research in Education and Science, v10 n3 p669-687 2024
Research has shown that university students approach STEM fields with preconceived notions that has the ability to influence their future STEM trajectories. Several scholarly investigations have explored pedagogical methodologies that not only recognize but actively validate the varied proficiencies that these pupils possess. This nested mixed methods study contributes to this work. Data sources included a survey, a card sorting activity, and student written reflections. By employing a thematic data analysis framework, the results indicated that students held the following perceptions of STEM: (1) STEM is task-oriented; (2) STEM is bound together by external ties; and (3) STEM is both optimistic and cognizant of the journey ahead. These results highlight the correlation between the perceptions and experiences of marginalized students in STEM. The study's implications suggest that to address the obstacles presented by external factors that hinder the acknowledgment of underrepresented students in STEM fields, policymakers, and academic institutions should take proactive steps to establish mitigation strategies.
International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A