"我需要做得更好":工程学院教师促进本科女生对 STEM 的认同

IF 1.3 Q3 EDUCATION, SPECIAL
Elizabeth Peterson, Emily Kulakowski, Sylvia L. Mendez
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引用次数: 0

摘要

这项内在案例研究的目的是探索工程学院教师在 STEM 身份认同方面的概念性知识,以及他们如何在课堂上促进本科女生的 STEM 身份认同。与教师的访谈以柯林斯的黑人学生 STEM 身份背景模型为基础,并进行了归纳和演绎分析。访谈中出现了三个主题:(1)教师意识到 STEM 身份,但无法对其进行定义;(2)教师在课堂上被动地促进 STEM 身份;(3)教师通过研究、服务和导师制积极促进 STEM 身份。这些发现揭示了工程学教职员工对扩大和多元化参与其领域的普遍承诺,以及对教职员工在课堂上激发本科女生的 STEM 特性方面所能发挥的作用的需求,这些努力可能会转化为更多女生获得工程学学士学位。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“I Need to Do Better”: The Promotion of Undergraduate Women's STEM Identity by Engineering Faculty
The purpose of this intrinsic case study was to explore the conceptual knowledge of engineering faculty regarding STEM identity and how they promote undergraduate women's STEM identity in the classroom. Interviews with faculty were grounded in Collins’ contextual model of Black student STEM identity and were analyzed inductively and deductively. Three themes emerged: (1) faculty are aware of STEM identity but cannot define it; (2) faculty passively promotes STEM identity in the classroom; and (3) faculty actively promote STEM identity through research, service, and mentorship. These findings shed light on the general commitment of engineering faculty to broaden and diversify participation in their field as well as the need for a greater understanding of the role faculty can play in stimulating the STEM identity of undergraduate women in the classroom, efforts that may translate into more women earning baccalaureate degrees in engineering.
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来源期刊
Journal of Advanced Academics
Journal of Advanced Academics EDUCATION, SPECIAL-
CiteScore
4.30
自引率
20.00%
发文量
16
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