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Science and Mathematics Education Commons™
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Full-Text Articles in Science and Mathematics Education
Self-Efficacy And Stem Career Interest In Black And Latino Middle School Students: A Study On The Next Generation Science Standards, Whitney Mccormick
Self-Efficacy And Stem Career Interest In Black And Latino Middle School Students: A Study On The Next Generation Science Standards, Whitney Mccormick
LMU/LLS Theses and Dissertations
With only 11% of the current Science, Technology, Engineering, and Math (STEM) workforce being Black and Latino men and women, there is a crisis of underrepresented individuals in STEM fields. The construction of the Next Generation Science Standards (NGSS), and the mantra “all standards, all students,” represents an attempt to increase access to science for more students, and increase their self-efficacy about STEM subjects, as low self-efficacy is cited as one of the main causes of disinterest in STEM subjects. This study examined the relationship between students’ self-efficacy in STEM fields and their career interests, specifically in a population of …
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy In A Middle School Mathematics Methods Course, Jamaal R. Young, Jemimah L. Young, Brandon L. Fox, Earl R. Levingston Jr., Alana Tholen
Northwest Journal of Teacher Education
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.