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Female Preparedness in STEM Education: A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Female Preparedness in STEM Education: A Case Study./
Author:	Daniels, Debra.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	128 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27999183
ISBN:	9798662585973

Female Preparedness in STEM Education: A Case Study.
Daniels, Debra.

Female Preparedness in STEM Education: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 128 p.

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ed.D.)--University of Phoenix, 2020.

This item must not be sold to any third party vendors.

Women are making tremendous strides in infiltrating opportunities to thrive in science, technology, engineering, and mathematics (STEM) education and careers in this nation. While STEM opportunities grow, it is imperative that supports are in place to promote the inclusion of women as a part of this vital workforce need in the United States. The purpose of this exploratory case study was to describe the experiences of women in STEM education and careers, who have a clear perspective of topic of research interest. The questions posed in this study investigated the effects of K-12 preparedness with regard to female perceptions of the link between STEM degree persistence or attrition. A multi-contextuality technique was employed to establish a conceptual framework. The main source of data was surveys. A sample consisted of 18 female students who were engaged in or left a STEM program, 3 college level STEM faculty and 5 female working STEM professionals as a means of enhancing trustworthiness through developing triangulation. Data analysis occurred through open coding, grouping, and identifying emerging themes. Mentoring, self-efficacy, remediation, intensive advising/counseling, role modeling, program modifications, and female empowerment were among emerging themes. This study could possibly lead to powerful societal change through greater knowledge of the experiential perceptions of female students in STEM-related education and careers. The end-goal is to encourage girls and women to engage in STEM education at all levels. The study outcomes could also be used to serve in guiding parents and educators toward the inclusion of girls and women in curriculum design to better address the needs of females.

ISBN: 9798662585973Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Female preparedness

Female Preparedness in STEM Education: A Case Study.
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300 $a 128 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
500 $a Advisor: Johnston, Elizabeth.
502 $a Thesis (Ed.D.)--University of Phoenix, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Women are making tremendous strides in infiltrating opportunities to thrive in science, technology, engineering, and mathematics (STEM) education and careers in this nation. While STEM opportunities grow, it is imperative that supports are in place to promote the inclusion of women as a part of this vital workforce need in the United States. The purpose of this exploratory case study was to describe the experiences of women in STEM education and careers, who have a clear perspective of topic of research interest. The questions posed in this study investigated the effects of K-12 preparedness with regard to female perceptions of the link between STEM degree persistence or attrition. A multi-contextuality technique was employed to establish a conceptual framework. The main source of data was surveys. A sample consisted of 18 female students who were engaged in or left a STEM program, 3 college level STEM faculty and 5 female working STEM professionals as a means of enhancing trustworthiness through developing triangulation. Data analysis occurred through open coding, grouping, and identifying emerging themes. Mentoring, self-efficacy, remediation, intensive advising/counseling, role modeling, program modifications, and female empowerment were among emerging themes. This study could possibly lead to powerful societal change through greater knowledge of the experiential perceptions of female students in STEM-related education and careers. The end-goal is to encourage girls and women to engage in STEM education at all levels. The study outcomes could also be used to serve in guiding parents and educators toward the inclusion of girls and women in curriculum design to better address the needs of females.
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653 $a STEM
653 $a STEM Careers
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