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Disproportionality of Women in STEM Careers
No full textDespite inclusion efforts for women to be equally represented across all disciplines and at all career levels in science, technology, engineering, and mathematics (STEM), there remains a significant gap between males and females within the job market. The purpose of this cross-sectional, quantitative study was to examine how gender differences in mathematics and science are related to identity and self-efficacy and students’ comparison of STEM subject competency. The secondary focus was to investigate the influence that STEM self-efficacy and STEM identity have on enrolling in advanced STEM-related classes. This research used secondary data from the follow-up High School Longitudinal Study (HSLS:09) survey conducted by the U.S. Department of Education. Participants included 20,594 Grade 11 students from public, private, and charter schools from all over the United States. Results from this study demonstrated a statistically significant different between mathematics and science self-identity, self-efficacy, and gender ability perceptions and whether or not a student enrolled in an advanced STEM-related course. Findings from this study found that enrolling in an advanced STEM-related course had the greatest effect on a student’s self-identity. Female students who were enrolled in an advanced mathematics course were more likely to perceive male students as better in mathematics than females. In science, females who were enrolled in an advanced course were more likely to say males and females had equal science ability. Based on these findings, further research is needed to examine the relationship between STEM self-identity and enrolling in an advanced mathematics or advanced science course. Future research should also explore the relationship between female high school STEM self-identity and self-efficacy scores prior to, during, and following the participation in an advanced STEM-related class.https://spark.bethel.edu/edd-showcase-2021/1029/thumbnail.jp
The Effects of Homework Time and Related Factors on Academic Achievement
Get PDFThis paper explores the relationship between homework and academic achievement in the areas of homework time, parental involvement and home support, and teacher ideation and student conceptualization. The findings of 30 academic articles were analyzed and compiled into literature reviews. All relevant findings were categorized based upon their association to three areas. One, time spent on homework was positively correlated with student academic achievement. Two, parental involvement in a supportive home environment had significant impacts on achievement and homework completion. Three, homework should provide opportunities for student autonomy with a focus on student accuracy which allows teachers to identify areas of additional support
Synchronous Online Instruction, Institutional Connectedness, and Retention in College Students
No full textThis study utilized items in a campus life survey, administered during COVID-19, to explore relationships among synchronous instruction, institutional connectedness, and retention. Various statistical tests were applied to the data set to analyze relationships between variables. The study showed no relationship between synchronous instruction and retention, and also no relationship between synchronous instruction and institutional connectedness. However, this study did align with earlier research, demonstrating a significant relationship between institutional connectedness and retention. The study also revealed a significant relationship between retention and two key demographics, male gender and advanced standing. Additionally, the study demonstrated a significant relationship between institutional connectedness and two key demographics, athletic involvement and transfer status. This study concluded that while synchronous online instruction is not a reliable strategy for increased institutional connectedness or retention, there is a clear relationship between connectedness and retention for traditional, campus-based students. The study also concluded that some demographics (gender, year in school, athletic participation, and transfer status) correlate with institutional connectedness and retention in ways that warrant further investigation
Assessment of Medical Experiences of Hearing Guardians With Deaf or Hard of Hearing Children in the Twin Cities
No full textThis paper assesses the medical experiences guardians of deaf or hard of hearing children have after their children are first diagnosed with a hearing loss within the Twin Cities region of Minnesota. Data collection used a mixed methods approach through a survey containing Likert scale questions and opportunities to elaborate on personal experiences. The non-profit organization MN Hands & Voices provided a population qualified to participate in this study who were hearing guardians with a child under ten years old diagnosed within the Twin Cities region of Minnesota. Hearing loss can cause delays in language development if not diagnosed early, and in turn can affect a child’s social skills, self-esteem, learning capabilities in school, and communication abilities (ASHA, n.d.). Results showed that 14 out of 17 respondents had children diagnosed with hearing loss between zero to six months of age. Our survey indicated that, once a child was diagnosed with hearing loss, the care option most frequently offered was hearing aids. The majority of participants felt their child\u27s medical provider only discussed resources and information related to corrective treatment. Most participants felt their child\u27s medical provider offered information on all options for technology related to hearing restoration and were supported by medical providers when receiving a diagnosis of hearing loss
The Impact of Life Skills Education on Secondary Students
No full textThe main goal of education is to prepare students to navigate adulthood as independent and responsible members of society. In order to achieve this, individuals need to develop abilities such as making decisions, solving problems, thinking creatively and critically, communicating effectively, building interpersonal relationships, being self-aware and empathic, and coping with emotions and stress. All of these skills are essential to an individual’s wellbeing, and are all taught and developed over time. Because of this, schools should center their curriculum around teaching students these essential life skills. Secondary education programs that are designed in this way produce graduates who are more socially, emotionally, and cognitively capable of meeting the challenges they will encounter in college, their career, and life in general
The Impact of Socioeconomic Status and Poverty on African American Students With Special Needs
No full textExploring the impact of socioeconomic status and poverty on African American students with special needs has shown that poverty is a global issue that has an impact on children\u27s academic ability. In the United States, about one-quarter of all children are born into poverty. Poverty increases the likelihood of mental, emotional, and behavioral disorders in children and adolescents. Stress affects children from low-income families, preventing their brains from completely developing. This thesis is a review of scholarly research on the impact of socioeconomic status on African American students with special needs and its relation to special education. Through this research, a theory can be offered that minority students are more likely to be poor, and being poor increases their exposure to risk factors that compromise human development and raise the need for special services, according to various studies. Students with disabilities have a poverty percentage that is more than double that of students without disabilities (27 percent vs. 12 percent). Disability and poverty have a complex relationship, but people with disabilities are more likely to become impoverished, while poor people are more likely to have or develop a disability. People with disabilities are more likely to be excluded from employment, have restricted educational possibilities, or experience institutional barriers that limit their educational and career opportunities. For those with and without impairments, the poverty rate differs by race. Nearly 40% of African Americans with disabilities are poor, compared to 24% of non-Hispanic whites, 29% of Latinos, and 19% of Asians. People of color with disabilities appear to be disproportionately marginalized, discriminated against, and stigmatized, resulting in poor socioeconomic outcomes
Barrier to Girls\u27 Education in the Liberian School System and How to Empower Them to Remain in School
No full textThe purpose of this thesis was to identify barriers to girls’ education in the fifteen years war in the ravished and impoverished country of Liberia, West Africa. With similar circumstances in developing countries around the world, comparison research is also explored and is clear that the consistent education of girls is often challenging and undervalued compared to the perceived and actual contributions girls make in the home without formal education
Constraints on anomalous Higgs boson couplings to vector bosons and fermions in its production and decay using the four-lepton final state
No full textStudies of CP violation and anomalous couplings of the Higgs boson to vector bosons and fermions are presented. The data were acquired by the CMS experiment at the LHC and correspond to an integrated luminosity of 137 fb-1 at a proton-proton collision energy of 13 TeV. The kinematic effects in the Higgs boson\u27s four-lepton decay H→4ℓ and its production in association with two jets, a vector boson, or top quarks are analyzed, using a full detector simulation and matrix element techniques to identify the production mechanisms and to increase sensitivity to the tensor structure of the Higgs boson interactions. A simultaneous measurement is performed of up to five Higgs boson couplings to electroweak vector bosons (HVV), two couplings to gluons (Hgg), and two couplings to top quarks (Htt). The CP measurement in the Htt interaction is combined with the recent measurement in the H→γγ channel. The results are presented in the framework of anomalous couplings and are also interpreted in the framework of effective field theory, including the first study of CP properties of the Htt and effective Hgg couplings from a simultaneous analysis of the gluon fusion and top-associated processes. The results are consistent with the standard model of particle physics
Balance Training Improves Dynamic Control in ACL Deficient Athletes or Anterior Cruciate Reconstruction
Get PDFBackground: The anterior cruciate ligament (ACL) is the most commonly injured ligament in the knee. The ACL serves as a stabilizer against anterior translation of the tibia on the femur and is among the most commonly studied injuries in orthopaedic research. After ACL reconstruction a typical return to play generally occurs 6 to 9 months after ACL reconstruction (ACLr). It’s extremely important to develop an effective and efficient rehabilitation program to ensure athletes are physically and mentally prepared to return to sport. Purpose: Does balance training improve dynamic control in ACL deficient athletes or ACL reconstruction? Results: Fifteen scholarly articles were analyzed using a matrix format and were summarized and evaluated using John Hopkins Evidence Appraisal. The validity and credibility of the articles were assessed using Critical Appraisal Skills Programme and PEDro Scale. Three of the fifteen articles did not support the critical question. The remaining articles supported the effects of balance training, dynamic control, and proprioception on ACL deficient knees or ACLr. Conclusion: The importance of balance training on ACL deficient knees in rehabilitation programs has a significant effect on functional instability of the knee. Balance and proprioceptive exercises are often integrated into ACL rehabilitation protocols and have shown to be effective in regard to enhancement of stability and dynamic control. The limitations and gaps in current review expresses the importance for further research. The additional knowledge is not limited to Athletic Trainers but also for other medical professionals. Implications for Research and Practice: Twelve current studies support the critical question while the remaining three do not. The literature encourages additional research on dynamic control in regard to ACL injuries due to the limitations and gaps in current research
Marginalized Voices: Stories of Resilience Among At-Risk Youth in Southern China
Get PDFThe stories of at-risk minority youth living in rural southern China, are stories waiting to be told. These are the stories of trauma and courage as they discover their pathway from risk to resilience. This study points to the need for continued study on the cultural dimensions of risk and resilience in the lives of rural minority youth in developing countries. A phenomenological approach was deployed in the qualitative study to explore the lived experiences of rural minority youth who grew up in the Family Village Care Center. The participants were Yao and Zhuang nationality who all experienced trauma in their biological family. While in primary school, the youth and their siblings moved to Family Village, a care center located in the same district as the youth. The researcher conducted in-depth semi-structured interviews in Chinese via the Zoom web-conferencing tool. Data collection also included document analysis of public journals produced by the center. Through the lens of the resilience theory the study explored the themes of resilience that emerged from the lived experiences of the youth in their social and cultural context. It also explored the culturally sensitive supports they received at the Family Village Care Center. The supports provided were: Family Village staff support, family unit support, educational support, physical support, and emotional support. The study discovered five themes of resilience that emerged from the lived experiences of the participants. They are: I experience the love of a family, I value education and try my best to succeed, I know where to go to get help, I want to share with others, I experience self-confidence through artistic expression. Additional research is recommended to examine the effectiveness of using the Family Village Support Model with at-risk youth in other rural communities of the Greater Mekong Subregion