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

Studying science: Students gaining a...

Johnson-Thornton, Renee.

Linked to FindBook

Google Book

Amazon

博客來

Studying science: Students gaining access to the community of practice of environmental studies.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Studying science: Students gaining access to the community of practice of environmental studies./
Author:	Johnson-Thornton, Renee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	332 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3666799
ISBN:	9781321400656

Studying science: Students gaining access to the community of practice of environmental studies.
Johnson-Thornton, Renee.

Studying science: Students gaining access to the community of practice of environmental studies. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 332 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ph.D.)--University of Rhode Island, 2014.

Although nearly equivalent percentages of black and white students entering college aspire to earn degrees in science, technology, engineering, and mathematics (STEM), a much smaller percentage of black students than white undergraduates complete STEM degrees (HERI, 2010). Thirty-six percent of black undergraduates who initially pursue STEM fields and go on to earn bachelor's degrees switch to non-STEM majors, and 29.3 percent leave college before graduating, a rate 10 percentage points higher than that of their white counterparts (19.8 percent) (Chen, 2013). In the environmental sciences, of the 4,802 degree recipients in 2010, 81 percent (3,879) were white and only 2 percent (97) were black (NSF Table 5-7, 2010). As has long been recognized, America is producing too few scientists and far too few from the groups historically underrepresented in higher education. The situation is especially acute in the environmental sciences. Interventions designed to address these disparities have concentrated on programmatic and pedagogical enhancements, but most lack a theoretical explanation for the positive outcomes they claim to achieve.

ISBN: 9781321400656Subjects--Topical Terms:

641065
Higher education.

Studying science: Students gaining access to the community of practice of environmental studies.
LDR:02946nmm a2200325 4500 001 2128232
005 20180105074636.5
008 180830s2014 ||||||||||||||||| ||eng d
020 $a 9781321400656
035 $a (MiAaPQ)AAI3666799
035 $a AAI3666799
040 $a MiAaPQ $c MiAaPQ
100 1 $a Johnson-Thornton, Renee. $3 3290400
245 1 0 $a Studying science: Students gaining access to the community of practice of environmental studies.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 332 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
500 $a Adviser: Carolyn P. Panofsky.
502 $a Thesis (Ph.D.)--University of Rhode Island, 2014.
520 $a Although nearly equivalent percentages of black and white students entering college aspire to earn degrees in science, technology, engineering, and mathematics (STEM), a much smaller percentage of black students than white undergraduates complete STEM degrees (HERI, 2010). Thirty-six percent of black undergraduates who initially pursue STEM fields and go on to earn bachelor's degrees switch to non-STEM majors, and 29.3 percent leave college before graduating, a rate 10 percentage points higher than that of their white counterparts (19.8 percent) (Chen, 2013). In the environmental sciences, of the 4,802 degree recipients in 2010, 81 percent (3,879) were white and only 2 percent (97) were black (NSF Table 5-7, 2010). As has long been recognized, America is producing too few scientists and far too few from the groups historically underrepresented in higher education. The situation is especially acute in the environmental sciences. Interventions designed to address these disparities have concentrated on programmatic and pedagogical enhancements, but most lack a theoretical explanation for the positive outcomes they claim to achieve.
520 $a This study employed interviews with fifteen black and white undergraduates who enrolled in introductory environmental science/studies at a selective liberal arts college. Applying the theory of Community of Practice, along with insights and concepts from Critical Race Theory and Stereotype Threat, the study shows how interactions with faculty and peers affected the extent and quality of involvement students had with the field of environmental sciences. Looking at the factors that discouraged students from participating in the Community of Practice of the environmental sciences, the study draws conclusions about effective practices and makes recommendations for attracting students from underrepresented groups to scientific fields and the careers for which degrees in those fields can prepare them.
590 $a School code: 0186.
650 4 $a Higher education. $3 641065
650 4 $a Social research. $3 2122687
650 4 $a African American studies. $3 2122686
650 4 $a Black studies. $3 2122689
690 $a 0745
690 $a 0344
690 $a 0296
690 $a 0325
710 2 $a University of Rhode Island. $b Education. $3 2096722
773 0 $t Dissertation Abstracts International $g 76-04A(E).
790 $a 0186
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3666799