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Dissertation
Stem Field Preparedness: Comparing The Effects Of Early Learning Environments
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2021
Abstract
Minority underrepresentation in science, technology, engineering, and mathematics (STEM) perpetuates the income inequality that minorities experience and leads to a lack of diversity in STEM. The purpose of this quantitative nonexperimental study was to examine the effect of student demographics, STEM, science technology, engineering, art, and math (STEAM), and traditional middle school learning environments on student preparedness for the STEM fields as measured by student test scores on the eighth-grade Florida Standards Assessment in math (EGFSAM), in an urban school district in South Florida. I adopted Bandura's (1977) social cognitive theory (SCT), consisting of reciprocal causation elements that stimulate learning as follows: "action" school designation, "interpersonal factors," student test scores and demographics, and "environment" type of learning environment. A hierarchical multiple linear regression analyzed the data (n = 597). Four major results are female students outperform male students by 5.309 points, t(1) = 2.967, p = .003; STEM middle school students underperform traditional middle school students (TPMS) with -10.481 points, t(1) = - 4.838, p < .00; STEM middle school students demonstrate the highest unique variance on the DV, (-.195)2 = 4%, p = .000; and only STEM middle school students demonstrate a statistically significant underperformance. Overall, Model 2 (i.e., all triadic elements) is a better indicator of 21stcentury preparedness. The results indicate minority students' 21st-century preparedness occurs at traditional public middle schools, which makes minority students' mathematical aptitude regardless of school type critical. Future research should examine the relationships between minority students' math self-efficacy and actual STEM field preparedness.
Details
- Title
- Stem Field Preparedness
- Resource Type
- Dissertation
- Contributors
- Hongwei Yang (Committee Member) - University of West Florida, School of EducationMark Malisa (Committee Member) - University of West Florida, School of EducationJessica L Ryan (Committee Chair) - University of West Florida, Health Sciences and Administration
- Publisher
- University of West Florida Libraries; [Pensacola, Florida] :
- Format
- pdf
- Number of pages
- 201
- Copyright
- Unpublished work © Isaac Mensah
- Identifiers
- 99380090742106600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida