東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Females and STEM: Determining the K-...

Petersen, Anne Marie.

Linked to FindBook

Google Book

Amazon

博客來

Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields./
Author:	Petersen, Anne Marie.
Description:	118 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582030
ISBN:	9781321571165

Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields.
Petersen, Anne Marie.

Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields. - 118 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ph.D.)--The College of William and Mary, 2014.

This item must not be sold to any third party vendors.

In the United States, careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) are increasing yet there are not enough trained personnel to meet this demand. In addition, of those that seek to pursue STEM fields in the United States, only 26% are female. In order to increase the number of women seeking STEM based bachelor's degrees, K-12 education must provide a foundation that prepares students for entry into these fields. The purpose of this phenomenological study was to determine the perceived K-12 experiences that influenced females to pursue a STEM field. Twelve college juniors or seniors seeking a degree in Biology, Mathematics, or Physics were interviewed concerning their K-12 experiences. These interviews were analyzed and six themes emerged. Teacher passion and classroom characteristics such as incorporating challenging activities played a significant role in the females' decisions to enter STEM fields. Extra-curricular activities such as volunteer and mentor opportunities and the females' need to benefit others also influenced females in their career choice. Both the formal (within the school) and informal (outside of the traditional classroom) pipeline opportunities that these students encountered helped develop a sense of self-efficacy in science and mathematics; this self-efficacy enabled them to persist in pursuing these career fields. Several participants cited barriers that they encountered in K-12 education, but these barriers were primarily internal as they struggled with overcoming self-imposed obstacles in learning and being competitive in the mathematics and science classrooms. The experiences from these female students can be used by K-12 educators to prepare and encourage current female students to enter STEM occupations.

ISBN: 9781321571165Subjects--Topical Terms:

521340
Science education.

Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields.
LDR:02852nmm a2200301 4500 001 2059260
005 20150728123729.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321571165
035 $a (MiAaPQ)AAI3582030
035 $a AAI3582030
040 $a MiAaPQ $c MiAaPQ
100 1 $a Petersen, Anne Marie. $3 3173308
245 1 0 $a Females and STEM: Determining the K-12 Experiences that Influenced Women to Pursue STEM Fields.
300 $a 118 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
500 $a Adviser: Juanita Jo Matkins.
502 $a Thesis (Ph.D.)--The College of William and Mary, 2014.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a In the United States, careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) are increasing yet there are not enough trained personnel to meet this demand. In addition, of those that seek to pursue STEM fields in the United States, only 26% are female. In order to increase the number of women seeking STEM based bachelor's degrees, K-12 education must provide a foundation that prepares students for entry into these fields. The purpose of this phenomenological study was to determine the perceived K-12 experiences that influenced females to pursue a STEM field. Twelve college juniors or seniors seeking a degree in Biology, Mathematics, or Physics were interviewed concerning their K-12 experiences. These interviews were analyzed and six themes emerged. Teacher passion and classroom characteristics such as incorporating challenging activities played a significant role in the females' decisions to enter STEM fields. Extra-curricular activities such as volunteer and mentor opportunities and the females' need to benefit others also influenced females in their career choice. Both the formal (within the school) and informal (outside of the traditional classroom) pipeline opportunities that these students encountered helped develop a sense of self-efficacy in science and mathematics; this self-efficacy enabled them to persist in pursuing these career fields. Several participants cited barriers that they encountered in K-12 education, but these barriers were primarily internal as they struggled with overcoming self-imposed obstacles in learning and being competitive in the mathematics and science classrooms. The experiences from these female students can be used by K-12 educators to prepare and encourage current female students to enter STEM occupations.
590 $a School code: 0261.
650 4 $a Science education. $3 521340
650 4 $a Mathematics education. $3 641129
690 $a 0714
690 $a 0280
710 2 $a The College of William and Mary. $3 1018629
773 0 $t Dissertation Abstracts International $g 76-06A(E).
790 $a 0261
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3582030