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An analysis of scientific self-effic...

Carter, Frances D.

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An analysis of scientific self-efficacy as a benefit of summer research participation for underrepresented minorities in science, technology, engineering, and mathematics (STEM) fields.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An analysis of scientific self-efficacy as a benefit of summer research participation for underrepresented minorities in science, technology, engineering, and mathematics (STEM) fields./
Author:	Carter, Frances D.
Description:	286 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
Contained By:	Dissertation Abstracts International72-09A.
Subject:	Education, Evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459917
ISBN:	9781124710198

An analysis of scientific self-efficacy as a benefit of summer research participation for underrepresented minorities in science, technology, engineering, and mathematics (STEM) fields.
Carter, Frances D.

An analysis of scientific self-efficacy as a benefit of summer research participation for underrepresented minorities in science, technology, engineering, and mathematics (STEM) fields. - 286 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .

Thesis (Ph.D.)--University of Maryland, Baltimore County, 2011.

Low participation and performance in science, technology, engineering, and mathematics (STEM) fields by U.S. citizens are widely recognized as major problems with substantial economic, political, and social ramifications. Studies of collegiate interventions designed to broaden participation in STEM fields suggest that participation in undergraduate research is a key program component that enhances such student outcomes as undergraduate GPA, graduation, persistence in a STEM major, and graduate school enrollment. However, little is known about the mechanisms that are responsible for these positive effects. The current study hypothesizes that undergraduate research participation increases scientific self-efficacy and scientific research proficiency. This hypothesis was tested using data obtained from a survey of minority students from several STEM intervention programs that offer undergraduate research opportunities. Students were surveyed both prior to and following the summer of 2010. Factor analysis was used to examine the factor structure of participants' responses on scientific self-efficacy and scientific research proficiency scales. Difference-in-difference analysis was then applied to the resulting factor score differences to estimate the relationship of summer research participation with scientific self-efficacy and scientific research proficiency.

ISBN: 9781124710198Subjects--Topical Terms:

1669638
Education, Evaluation.

An analysis of scientific self-efficacy as a benefit of summer research participation for underrepresented minorities in science, technology, engineering, and mathematics (STEM) fields.
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035 $a (UMI)AAI3459917
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100 1 $a Carter, Frances D. $3 1678289
245 1 3 $a An analysis of scientific self-efficacy as a benefit of summer research participation for underrepresented minorities in science, technology, engineering, and mathematics (STEM) fields.
300 $a 286 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
500 $a Adviser: Marvin B. Mandell.
502 $a Thesis (Ph.D.)--University of Maryland, Baltimore County, 2011.
520 $a Low participation and performance in science, technology, engineering, and mathematics (STEM) fields by U.S. citizens are widely recognized as major problems with substantial economic, political, and social ramifications. Studies of collegiate interventions designed to broaden participation in STEM fields suggest that participation in undergraduate research is a key program component that enhances such student outcomes as undergraduate GPA, graduation, persistence in a STEM major, and graduate school enrollment. However, little is known about the mechanisms that are responsible for these positive effects. The current study hypothesizes that undergraduate research participation increases scientific self-efficacy and scientific research proficiency. This hypothesis was tested using data obtained from a survey of minority students from several STEM intervention programs that offer undergraduate research opportunities. Students were surveyed both prior to and following the summer of 2010. Factor analysis was used to examine the factor structure of participants' responses on scientific self-efficacy and scientific research proficiency scales. Difference-in-difference analysis was then applied to the resulting factor score differences to estimate the relationship of summer research participation with scientific self-efficacy and scientific research proficiency.
520 $a Factor analytic results replicate and further validate previous findings of a general scientific self-efficacy construct (Schultz, 2008). While the factor analytic results for the exploratory scientific research proficiency scale suggest that it was also a measureable construct, the factor structure was not generalizable over time. Potential reasons for the lack of generalizability validity for the scientific research proficiency scale are explored and recommendations for emerging scales are provided.
520 $a Recent restructuring attempts within federal science agencies threaten the future of STEM intervention programs. Causal estimates of the effect of undergraduate research participation on specific and measurable benefits can play an important role in ensuring the sustainability of STEM intervention programs. Obtaining such estimates requires additional studies that, inter alia, incorporate adequate sample sizes, valid measurement scales, and the ability to account for unobserved variables. Political strategies, such as compromise, can also play an important role in ensuring the sustainability of STEM intervention programs.
590 $a School code: 0434.
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Sociology, Public and Social Welfare. $3 1017909
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Higher. $3 543175
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690 $a 0630
690 $a 0714
690 $a 0745
710 2 $a University of Maryland, Baltimore County. $b Public Policy. $3 1027954
773 0 $t Dissertation Abstracts International $g 72-09A.
790 1 0 $a Mandell, Marvin B., $e advisor
790 1 0 $a Marcotte, Dave $e committee member
790 1 0 $a Maton, Kenneth I. $e committee member
790 1 0 $a Stapleton, Laura $e committee member
790 1 0 $a Chubin, Daryl E. $e committee member
790 $a 0434
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3459917