An Analysis of Students Who Represent Missed Opportunity for Diversifying STEM Fields

IF 3.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Science & Education Pub Date : 2025-02-12 DOI:10.1002/sce.21956

Svetlana Masjutina, Elizabeth Stearns, Martha Cecilia Bottia

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Abstract

Although many students exhibit interest and demonstrate academic preparedness in math and science, a significant proportion of students do not major in science, technology, engineering, and mathematics (STEM) fields. These students encounter systemic barriers to STEM opportunities related to their intersecting gender and racial/ethnic identities. This study uses intersectionality theory and Tinto's model of student departure to explore students' academic and social experiences and investigate structural factors which restrict their access to STEM participation. Surveys and interviews with students from six universities in North Carolina revealed that STEM fields often fail to attract a broad range of students due to inadequate academic support and students' perceptions of these disciplines as unwelcoming or uninteresting. The findings offer practical recommendations for improving diversity in STEM majors and emphasize the critical need for universities to address diverse students' values and aspirations as well as actively promote the benefits and opportunities offered by science and STEM fields more broadly.

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错失STEM领域多元化机会的学生分析

尽管许多学生对数学和科学表现出兴趣并表现出学术准备，但很大一部分学生并不是科学、技术、工程和数学（STEM）领域的专业。这些学生在STEM机会方面遇到了与他们的性别和种族/民族身份相关的系统性障碍。本研究运用交叉性理论和Tinto的学生离校模型来探讨学生的学术和社会经历，并调查限制他们参与STEM的结构性因素。对北卡罗来纳州六所大学的学生进行的调查和采访显示，由于学术支持不足，学生认为这些学科不受欢迎或无趣，STEM领域往往无法吸引广泛的学生。研究结果为提高STEM专业的多样性提供了切实可行的建议，并强调了大学迫切需要解决不同学生的价值观和愿望，并积极促进科学和STEM领域更广泛地提供的好处和机会。

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来源期刊

Science & Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

14.00%

发文量

期刊介绍： Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]