Science and Mathematics Education Commons^™

Examining The Relationships Between Gender Role Congruity, Identity, And The Choice To Persist For Women In Undergraduate Physics Majors, Bronwen Bares Pelaez

FIU Electronic Theses and Dissertations

Persistent gender disparity limits the available contributors to advancing some science, technology, engineering, and math (STEM) fields. While higher education can be an influential time-point for ensuring adequate participation, many physics programs across the U.S. have few women in classroom or lab settings. Prior research indicates that these women face considerable barriers. For university students, faculty, and administration to appropriately address these issues, it is important to understand the experiences of women as they navigate male-dominated STEM fields.

This explanatory sequential mixed methods study explored undergraduate female physics majors’ experiences with their male-dominated academic and research spaces in the U.S. …

A Multiple Case Narrative Examining The Experiences Of Alumni Of A Minority Research And Training Program, Gretchen Burton

Faculty Publications

The implementation of minority research and training (MRT) programs at the post secondary level has risen to close the educational achievement gap and build undergraduate pathways to generate a highly skilled and diverse STEM pool. Although the numbers of advanced science related degrees have slowly increased over the past decade, partially due to the utilization of MRT programs, this increase has not been adequate to establish an impactful representation in either academic or industry research careers. Numerous studies identify various support interventions influencing positive outcomes among MRT participants achieving graduate degrees. However, majority of the studies utilize quantitative or a …

Change At The Core: A Collaborative Model For Undergraduate Stem Education Reform, Emily Borda, Edward Geary, Emily Schumacher

Scholarship of Teaching and Learning Residency

Here we describe two projects that describe and study the effects of Change at the Core (C-Core), a professional development program for Science, Technology, Engineering, and Math (STEM) faculty and an institutional reform project for three interlinked institutions. One takes a classroom view, describing initial implementation of student-centered teaching in C-Core participants’ classrooms, and the other takes an institutional view, describing affordances and constraints of the Western Washington University (WWU), Whatcom Community College (WCC), and Skagit Valley College (SVC) collaboration.