6 research outputs found
Mathematics & Science Achievement in Texas Urban Schools: A Multilevel Multinomial Logistic Regression Analysis
No full textIn Texas urban schools, there has been a persistent gap in academic performance in mathematics and science. Discussions about student performance often overlook sociocultural factors contributing to these disparities. This study examines mathematics and science achievement in Texas urban schools using a multilevel multinomial logistic regression analysis and the conceptual framework of the opportunity gap. Data from the Texas Education Agency for the 2018-2019 school year was analyzed to examine relationships between student achievement and within- and between-school characteristics. The findings reveal significant disparities in science achievement (i.e., Biology) and mathematics achievement (i.e., Algebra I). Female students outperform males in Algebra I but underperform in Biology. Students eligible for free or reduced lunch (FRL) consistently underperform in both subjects. Course tracking also plays a critical role, with students on accelerated tracks showing higher achievement, while those in off-track courses are more likely to underperform. School-level factors, such as the proportion of FRL-eligible, Black, or Latinx students, further contribute to lower achievement outcomes across mathematics and science. These results highlight the need for targeted interventions, equitable resource allocation, and culturally responsive teaching practices to address persistent achievement gaps in urban education settings
Is Texas Holding ‘Em?: The Influence of Black STEM Teachers on Black Student Achievement
No full textThis study examines the critical issue of underrepresentation of Black science, technology, engineering, and mathematics (STEM) teachers and its potential influence on Black students’ academic achievement and experiences in STEM subjects. The research aims to determine how the presence of Black STEM teachers relative to Black student populations might influence academic performance in STEM disciplines. By addressing the lack of diversity and representation in education, particularly within STEM fields, this study contributes to the body of knowledge on the significance of representation in shaping educational experiences and outcomes. The findings underscore the importance of diversity and equitable representation in educational practices and initiatives, potentially informing policy decisions and fostering a more supportive and inclusive environment for all students in STEM. Ultimately, this research aims to contribute to a more diverse and innovative STEM workforce
We Have Fifty-Eleven Problems, Of Course, Racism Is One: Exploring the Navigation of a PWI
No full textThis study explored the experiences of three Black women navigating dual roles as graduate students and instructors at a predominantly white institution (PWI). Their narratives revealed persistent challenges like implicit bias, racism, microaggressions, and limited opportunities, reflecting broader systemic issues that impact Black students in similar environments. Despite these adversities, the women demonstrated notable resilience. The findings emphasize the importance of creating policies and practices that foster inclusivity and support for marginalized communities within academic settings. By highlighting both personal and systemic barriers, this research contributes to understanding the complexities of Black women’s experiences at PWIs
STEMing together: a comparison of co-ed and all-female informal learning environments
No full textPurposeResearch has shown that science, technology, engineering and mathematics (STEM) self-beliefs and enjoyment are critical factors for predicting female students’ persistence in STEM degrees and careers. Studies have shown the positive effects of informal STEM learning experiences on female students’ self-beliefs. However, with the rise of all-female STEM learning experiences, such as summer camps, considering the potential advantages and disadvantages of co-ed options is important. Further, prior STEM education research has focused on sex differences in students’ self-efficacy and STEM career interests. Our study aims to examine within sex differences in secondary, female students (n = 104) who attend either a co-ed STEM camp or a same-sex STEM camp.Design/methodology/approachTo examine potential differences, we conducted independent sample t-tests.FindingsResults of the study include statistically significant differences in mathematics and science self-efficacy as well as STEM career interest after participating in their respective camps.Originality/valueFurther, prior research in STEM education has focused on between sex differences in students’ self-efficacy and STEM career interest
College of Nursing, Spring 2021
No full textFEATURES [Page] 2 University honors Abuatiq [Page] 4 Mehlhaff adds author to titles [Page] 5 West River Health Sciences Center gets established COLLEGE NEWS [Page] 7 RN to B.S.N. program changes [Page] 8 Program returns nurses to field [Page] 10 Impact of NANEC [Page] 11 New role for Arends [Page] 12 Carson, Burdette retire [Page] 14 Winterboer, Soholt honored RESEARCH [Page] 16 Mollman recognized for efforts STUDENT NEWS [Page] 20 Mother, daughter earn diplomas [Page] 22 Sigma Theta Tau anniversary [Page] 24 Engineering and nursing [Page] 26 Benefits of scholarships SDSU FOUNDATION [Page] 28 Sustaining scholarshipshttps://openprairie.sdstate.edu/con_mag/1012/thumbnail.jp
University Housing: Using Information Systems to Manage ASU's Community Assistant Resources and Streamline Processes
No full textabstract: This thesis paper contains all the information, processes, and scripts used to create the final SQL database and website for use by University Housing at Arizona State University. This project aims to resolve problems currently facing University Housing's Community Assistants with their resource distribution and processes. (abstract
