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Full-Text Articles in Education
Sustaining Boys' Motivation Over The Transition To Middle School: Can Interpersonal Resources Protect Boys From Engagement Declines Across Sixth Grade?, Brandy Anne Brennan
Sustaining Boys' Motivation Over The Transition To Middle School: Can Interpersonal Resources Protect Boys From Engagement Declines Across Sixth Grade?, Brandy Anne Brennan
Dissertations and Theses
Recent research has highlighted the challenges boys face in school. Boys are overrepresented on indicators of negative academic outcomes, such as detention, suspension, and dropout, as well as underperformance on state and national tests. Moreover, these effects may be long lasting: Compared to females, male students are less likely to graduate high school, enroll in college, and complete a college degree, and they may be particularly vulnerable in middle school. As students enter middle school, their motivation and engagement normatively decline, and these losses may be especially problematic for boys. Nevertheless, research documents the importance of close relationships with parents, …
"Like I Was An Actual Researcher": Participation And Identity Trajectories Of Underrepresented Minority And First-Generation Stem Students In Research Training Communities Of Practice, Jennifer Lynn Lindwall
"Like I Was An Actual Researcher": Participation And Identity Trajectories Of Underrepresented Minority And First-Generation Stem Students In Research Training Communities Of Practice, Jennifer Lynn Lindwall
Dissertations and Theses
Although calls for a more diverse workforce in biomedical fields have been widespread, racial and ethnic gaps in biomedical degree attainment remain. Contextualist perspectives seek to understand persistent STEM inequities by examining person-in-context experiences and how systemic factors filter into students' proximal contexts shaping their participation and science identity trajectories. Research training communities of practice aim to offer underrepresented minority and first-generation students support, guidance, and opportunities to learn the practices of science and construct their science identity. However, many students still choose to leave these programs. There is limited research on these students' science identity construction process and their …