Education Commons^™

Child Science Identity Interview Guide And Protocol, Heidi Cian, Remy Dou

Department of Teaching and Learning

While many data collection tools exist to elicit how individuals think about prototypical STEM persons (e.g., the Draw-a-Scientist assessment), such tools fail to capture the nuance of how individuals think about STEM and STEM personhood and how those perceptions change according to context and “in real life”. We designed the Child Science Identity Interview Guide and Protocol to learn about how youth see everyday experiences as “STEM” (or a particular subfield) and think of themselves and those in their social orbits as STEM persons.

Law School News: Dean's Distinguished Service Award 2021: Ralph Tavares 05/28/2021, Michael M. Bowden

Life of the Law School (1993- )

No abstract provided.

Inequality In Ethnic Representation In Secondary-School Literature Textbooks And National Examination In Vietnam, Anh Nguyen

Honors Projects

This essay studies the dynamic between ethnic minorities and majority in the Vietnamese education system. By examining the appearance and representation of ethnic minorities in national literature curriculum, textbooks, and examinations, the analysis reflects the government's perspectives regarding the “appropriate” portrait of ethnic minorities' heritage and relationship with the majority. The study finds that Vietnamese education framework and content comply with the national construct of a Vietnamese identity across ethnicities. The state determines educational materials and selectively permits only aesthetic, politically benign, and Kinh-like narratives of ethnic minorities’ cultures, many written and/or chosen by Kinh authority rather than the ethnic …

Motivation In The Mathematics Classroom, Evan Thornton-Kolbe

Honors Theses

Mathematics has always seemed to be an unpopular subject amongst primary and secondary students in the United States. This project seeks to identify the roots of these attitudes and examine them in ways that allow for personal reflection, community building, and student advocacy. An individual’s access to educational resources and equitable treatment play a large role in shaping their mathematics learning identity. This topic was examined via traditional research methods for the written paper portion and also includes a set of lesson plans for teachers to use. These lesson plans utilize the ideas discussed in the paper portion to provide …

Let’S Talk: An Examination Of Parental Involvement As A Predictor Of Stem Achievement In Math For High School Girls, Nicol R. Howard, Keith E. Howard, Randy T. Busse, Christine Hunt

Education Faculty Articles and Research

This research was conducted to examine the influence of parental involvement, in the form of parent conversations, on mathematics achievement for high school girls. Data from the High School Longitudinal Study of 2009 (HSLS:09) public-use file provided a sample of 13,694 students, including 6,592 girls for our analyses. A scale for measuring parent conversations was developed and regression analyses were conducted to examine whether this scale variable predicted mathematics achievement. Results indicated that conversational parental involvement was a significant predictor of mathematics achievement for Black and White girls, but not Hispanic and Asian. Implications for research and policy initiatives are …

Pedagogía Crítica Y Decolonial En Tiempos De Trump. Entrevista A Peter Mclaren, Peter Mclaren, Pablo Cortés-Gonzálezener

Education Faculty Articles and Research

Se trata de una entrevista que versa en los siguientes tópicos: Panorama internacional de las políticas sociales y educativas de corte neoliberal y los discursos sociales respecto de las minorías étnicas, identidades y migración; las implicaciones del cambio de discurso en las políticas sociales y educativas hacia los sistemas y modelos educativos; los estudios culturales y la transformación social en América Latina.

This is an interview that deals with the following topics: International panorama of social and educational policies of neoliberal and social discourses regarding ethnic minorities, identities and migration; The implications of the change of discourse in the social …

(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Chris Strople

Education: School of Education Faculty Publications and Other Works

In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative researchers when they cannot fully describe subjectivities in research. What is deemed to be valid research is often indicative of a theoretical framework that aggressively seeks to invalidate other perspectives and ways of knowing. Thus, we create research spaces by employing counter-narratives …

A Tale Of Two Placements: Influences Of Esl Designation On The Identities Of Two Linguistic Minority Community College Students, Jennifer Maloy

Publications and Research

This article draws upon interviews with two Generation 1.5 students at an urban community college with a large multilingual student population, demonstrating the ways in which ESL designation and writing placement affect students’ constructions of identity. It compares and contrasts the experiences of one student who is placed into an ESL-­‐designated developmental writing course and one student who is placed into a developmental writing course for native English speakers (NES), exploring the extent to which this placement validates and/or challenges their self-­‐conceptions as students and writers. It also promotes investigation of placement procedures that perpetuate divisions between ESL and NES …

The Possibilities Of Being “Critical”: Discourses That Limit Options For Educators Of Color, Thomas M. Philip, Miguel Zavala

Education Faculty Articles and Research

Through a close reading of the talk of a self-identified critical educator of color, we explore the contradictions, possibilities, limitations, and consequences of this identity for teachers and teacher educators. We examine how the performances of particular critical educator of color identities problematically intertwine claims of Freirian pedagogy with crude dichotomizations of people as critical and non-critical. We explore how particular tropes limit the productive possibilities of being critical for other educators of color and erase the centrality of dialogue, reflexivity, and unfinishedness that define Freirian-inspired notions of being critical.

Attitudes Toward Using Social Networking Sites In Educational Settings With Underperforming Latino Youth: A Mixed Methods Study, Keith Howard, Margaret Sauceda Curwen, Nicol R. Howard, Anaida Colon-Muñiz

Education Faculty Articles and Research

The researchers examined the online social networking attitudes of underperforming Latino high school students in an alternative education program that uses technology as the prime venue for learning. A sequential explanatory mixed methods study was used to cross-check multiple sources of data explaining students’ levels of comfort with utilizing a social networking site platform as a supplemental communication tool in connection with their schoolwork. Students were found to be significantly less comfortable using social networking sites than other online communication tools in connection with their schoolwork, and females were significantly more uncomfortable than males using such sites in school.

The Impact Of College Student Immersion Service Learning Trips On Coping With Stress And Vocational Identity, Brad A. Mills, Richard B. Bersamina, Thomas G. Plante

Psychology

This study examined the impact of service learning immersion trips on vocational identity and coping with stress among college students. Fifty-one students (15 males, 36 females) who participated in immersion trips and 76 students (25 males, 51 females) in a non-immersion control group completed a series of questionnaires directly before and immediately after both fall and spring break immersion trips, and during a four-month follow up. Results suggest that, after returning from an immersion trip, students report a greater ability to cope with stress and a somewhat stronger sense of vocational identity relative to students who do not participate in …