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Articles 1 - 3 of 3
Full-Text Articles in Education
Stem Pipeline For Students With Disabilities: From High School To Intentions To Major In Stem, Joshua Bittinger
Stem Pipeline For Students With Disabilities: From High School To Intentions To Major In Stem, Joshua Bittinger
Doctoral Dissertations
This dissertation examined the science, technology, engineering, and math (STEM) major declaration intentions of students with disabilities as they graduated high school and entered college. I used data from the High School Longitudinal Study of 2009 (HSLS:09) because data collection began in high school and followed students into college, facilitating research focusing on access. Before investigating major declaration intentions, I critiqued the definition and measurement of disability in the HSLS:09, drawing from survey research methods literature. The two subsequent analyses focused on psychological and structural components, respectively. My focus on psychological components drew from Eccles and colleagues’ (1983) expectancy-value framework. …
Persistence Motivation Of Foreign-Born Doctoral Recipients In The Field Of Education, Maurice Liguori Okoroji
Persistence Motivation Of Foreign-Born Doctoral Recipients In The Field Of Education, Maurice Liguori Okoroji
Seton Hall University Dissertations and Theses (ETDs)
Although there has been growing enrollment and doctoral degree production of foreign-born doctoral students in U.S. higher education, persistence/degree completion and time-to-degree remain a continuing problem in doctoral education in general. Despite the substantial number of studies conducted on various aspects of doctoral education, there is still a scarcity of research on exploring the doctoral process of foreign-born students. When foreign-born students are included in the samples, researchers use a theoretical framework that does not give a comprehensive understanding of doctoral experiences of foreign-born students thereby ignoring the salient differences between them and their native-born counterparts, which makes it difficult …
From Science Student To Scientist: Predictors And Outcomes Of Heterogeneous Science Identity Trajectories In College, Kristy A. Robinson, Tony Perez, Amy K. Nuttall, Cary J. Roseth, Lisa Linnenbrink-Garcia
From Science Student To Scientist: Predictors And Outcomes Of Heterogeneous Science Identity Trajectories In College, Kristy A. Robinson, Tony Perez, Amy K. Nuttall, Cary J. Roseth, Lisa Linnenbrink-Garcia
STEMPS Faculty Publications
This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent …