東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students./
作者:	Zhang, Yue.
面頁冊數:	1 online resource (196 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
Contained By:	Dissertations Abstracts International84-09A.
標題:	Educational evaluation. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30244162click for full text (PQDT)
ISBN:	9798377601531

A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students.
Zhang, Yue.

A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students. - 1 online resource (196 pages)

Source: Dissertations Abstracts International, Volume: 84-09, Section: A.

Thesis (Ph.D.)--University of Minnesota, 2023.

Includes bibliographical references

There is a need to address disparities in the underrepresented minority (URM) STEM students' degree attainment and retention, vs. non-URM students. A literature review suggests that URM STEM students face barriers related to demographic, academic, and social-cognitive factors. The Louis Stokes North Star STEM Alliance (LS-NSSA) seeks to address these factors and promote URM student success in STEM disciplines. However, there is a gap in knowledge regarding LS-NSSA's mechanism and outcomes. The current study investigates factors influencing URM STEM students' retention and graduation, investigates LS-NSSA program effectiveness, and investigates the path by which outcomes are achieved. A theory-based evaluation approach is utilized in an explanatory sequential mixed-methods design guided by LS-NSSA's theory of change. The results of three sub-studies suggest the importance of first-semester experience and academic outcomes for URM STEM students' graduation and retention. Participation in LS-NSSA is associated with a higher level of academic preparation to pursue a bachelor's degree, compared to URM students not affiliated with the program. URM STEM students participating in LS-NSSA's research mentorship programs have higher levels of confidence, interest, science identity, sense of belonging, and commitment to STEM. The current study offers evidence supporting LS-NSSA's theory of change regarding student academic and social-cognitive trajectories. The current study suggests directions for future evaluative studies of LS-NSSA.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798377601531Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Mixed methodsIndex Terms--Genre/Form:

542853
Electronic books.

A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students.
LDR:02971nmm a2200397K 4500 001 2357413
005 20230621091302.5
006 m o d
007 cr mn ---uuuuu
008 241011s2023 xx obm 000 0 eng d
020 $a 9798377601531
035 $a (MiAaPQ)AAI30244162
035 $a AAI30244162
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Zhang, Yue. $3 1297056
245 1 2 $a A Mixed-Methods Theory-Based Evaluation of a Program Supporting Underrepresented Minority STEM Students.
264 0 $c 2023
300 $a 1 online resource (196 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-09, Section: A.
500 $a Advisor: Yeh, Stuart S.
502 $a Thesis (Ph.D.)--University of Minnesota, 2023.
504 $a Includes bibliographical references
520 $a There is a need to address disparities in the underrepresented minority (URM) STEM students' degree attainment and retention, vs. non-URM students. A literature review suggests that URM STEM students face barriers related to demographic, academic, and social-cognitive factors. The Louis Stokes North Star STEM Alliance (LS-NSSA) seeks to address these factors and promote URM student success in STEM disciplines. However, there is a gap in knowledge regarding LS-NSSA's mechanism and outcomes. The current study investigates factors influencing URM STEM students' retention and graduation, investigates LS-NSSA program effectiveness, and investigates the path by which outcomes are achieved. A theory-based evaluation approach is utilized in an explanatory sequential mixed-methods design guided by LS-NSSA's theory of change. The results of three sub-studies suggest the importance of first-semester experience and academic outcomes for URM STEM students' graduation and retention. Participation in LS-NSSA is associated with a higher level of academic preparation to pursue a bachelor's degree, compared to URM students not affiliated with the program. URM STEM students participating in LS-NSSA's research mentorship programs have higher levels of confidence, interest, science identity, sense of belonging, and commitment to STEM. The current study offers evidence supporting LS-NSSA's theory of change regarding student academic and social-cognitive trajectories. The current study suggests directions for future evaluative studies of LS-NSSA.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Educational evaluation. $3 526425
650 4 $a Higher education. $3 641065
650 4 $a Educational psychology. $3 517650
653 $a Mixed methods
653 $a Retention and degree attainment
653 $a Theory of change
653 $a Theory-based evaluation
653 $a URM STEM students
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0443
690 $a 0745
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Minnesota. $b Organizational Leadership, Policy, and Development. $3 2098497
773 0 $t Dissertations Abstracts International $g 84-09A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30244162 $z click for full text (PQDT)