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

Contextual Factors Related to Stereo...

Leker, Lindsey Beth.

FindBook

Google Book

Amazon

博客來

Contextual Factors Related to Stereotype Threat and Student Success in Science Technology Engineering Mathematics Education: A Mixed Methods Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Contextual Factors Related to Stereotype Threat and Student Success in Science Technology Engineering Mathematics Education: A Mixed Methods Study./
作者:	Leker, Lindsey Beth.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	125 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10633972
ISBN:	9780355554342

Contextual Factors Related to Stereotype Threat and Student Success in Science Technology Engineering Mathematics Education: A Mixed Methods Study.
Leker, Lindsey Beth.

Contextual Factors Related to Stereotype Threat and Student Success in Science Technology Engineering Mathematics Education: A Mixed Methods Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 125 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The University of North Dakota, 2017.

Stereotype threat is a widely researched phenomenon shown to impact performance in testing and evaluation situations (Katz, Roberts, & Robinson, 1965; Steele & Aronson, 1995). When related to gender, stereotype threat can lead women to score lower than men on standardized math exams (Spencer, Steele, & Quinn, 1999). Stereotype threat may be one reason women have lower enrollment in most science, technology, engineering, and mathematics (STEM) majors, hold a smaller number of STEM careers than men, and have a higher attrition rate in STEM professions (Hill, Corbet, & Rose, 2010; Picho & Brown 2011; Sorby & Baartmans, 2000). Most research has investigated stereotype threat using experiments yielding mixed results (Stoet & Geary, 2012). Thus, there is a need to explore stereotype threat using quantitative surveys and qualitative methods to examine other contextual factors that contribute to gender difference in STEM fields. This dissertation outlined a mixed methods study designed to, first, qualitatively explore stereotype threat and contextual factors related to high achieving women in STEM fields, as well as women who have failed and/or avoided STEM fields. Then, the quantitative portion of the study used the themes from the qualitative phase to create a survey that measured stereotype threat and other contextual variables related to STEM success and failure/avoidance. Fifteen participants were interviewed for the qualitative phase of the study and six themes emerged. The quantitative survey was completed 242 undergraduate participants. T-tests, correlations, regressions, and mediation analyses were used to analyze the data. There were significant relationships between stereotype threat and STEM confidence, STEM anxiety, giving up in STEM, and STEM achievement. Overall, this mixed methods study advanced qualitative research on stereotype threat, developed a much-needed scale for the measurement of stereotype threat, and tested the developed scale.

ISBN: 9780355554342Subjects--Topical Terms:

516579
Education.

Contextual Factors Related to Stereotype Threat and Student Success in Science Technology Engineering Mathematics Education: A Mixed Methods Study.
LDR:03047nmm a2200325 4500 001 2161818
005 20181002081324.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355554342
035 $a (MiAaPQ)AAI10633972
035 $a (MiAaPQ)und:11188
035 $a AAI10633972
040 $a MiAaPQ $c MiAaPQ
100 1 $a Leker, Lindsey Beth. $3 3349782
245 1 0 $a Contextual Factors Related to Stereotype Threat and Student Success in Science Technology Engineering Mathematics Education: A Mixed Methods Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 125 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Robert Stupnisky.
502 $a Thesis (Ph.D.)--The University of North Dakota, 2017.
520 $a Stereotype threat is a widely researched phenomenon shown to impact performance in testing and evaluation situations (Katz, Roberts, & Robinson, 1965; Steele & Aronson, 1995). When related to gender, stereotype threat can lead women to score lower than men on standardized math exams (Spencer, Steele, & Quinn, 1999). Stereotype threat may be one reason women have lower enrollment in most science, technology, engineering, and mathematics (STEM) majors, hold a smaller number of STEM careers than men, and have a higher attrition rate in STEM professions (Hill, Corbet, & Rose, 2010; Picho & Brown 2011; Sorby & Baartmans, 2000). Most research has investigated stereotype threat using experiments yielding mixed results (Stoet & Geary, 2012). Thus, there is a need to explore stereotype threat using quantitative surveys and qualitative methods to examine other contextual factors that contribute to gender difference in STEM fields. This dissertation outlined a mixed methods study designed to, first, qualitatively explore stereotype threat and contextual factors related to high achieving women in STEM fields, as well as women who have failed and/or avoided STEM fields. Then, the quantitative portion of the study used the themes from the qualitative phase to create a survey that measured stereotype threat and other contextual variables related to STEM success and failure/avoidance. Fifteen participants were interviewed for the qualitative phase of the study and six themes emerged. The quantitative survey was completed 242 undergraduate participants. T-tests, correlations, regressions, and mediation analyses were used to analyze the data. There were significant relationships between stereotype threat and STEM confidence, STEM anxiety, giving up in STEM, and STEM achievement. Overall, this mixed methods study advanced qualitative research on stereotype threat, developed a much-needed scale for the measurement of stereotype threat, and tested the developed scale.
590 $a School code: 0156.
650 4 $a Education. $3 516579
650 4 $a Science education. $3 521340
650 4 $a Mathematics education. $3 641129
650 4 $a Educational sociology. $3 519608
690 $a 0515
690 $a 0714
690 $a 0280
690 $a 0340
710 2 $a The University of North Dakota. $b Educational Foundation & Research. $3 3349783
773 0 $t Dissertation Abstracts International $g 79-04A(E).
790 $a 0156
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10633972