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Anti-Deficit Framing TYC Transfer Students' Self-Efficacy as Contextually Impacted by Education Environments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Anti-Deficit Framing TYC Transfer Students' Self-Efficacy as Contextually Impacted by Education Environments./
作者:	Wood, Laura.
面頁冊數:	1 online resource (313 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29995697click for full text (PQDT)
ISBN:	9798357576637

Anti-Deficit Framing TYC Transfer Students' Self-Efficacy as Contextually Impacted by Education Environments.
Wood, Laura.

Anti-Deficit Framing TYC Transfer Students' Self-Efficacy as Contextually Impacted by Education Environments. - 1 online resource (313 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--Michigan State University, 2022.

Includes bibliographical references

The work in this dissertation aims to support a more equitable science education culture that better supports students who have historically and continue to be inequitably pushed out of science. Our equity-oriented and anti-deficit research agenda led us to study community college and transfer students as well as their self-efficacy and self-efficacy experiences. This dissertation opens by overviewing the state of STEM education and explaining how research approaches often frame students in deficit ways. Chapter 1 introduces the author's researcher positionality and relevant literature to her research approaches. The author's research agenda prioritizes supporting marginalized students in STEM through studying the construct of self-efficacy. After reviewing the research framing, Chapter 2 introduces relevant literature about self-efficacy and two-year college (TYC) transfer student experiences. Chapter 2 ends by addressing how the author's research positionality aligns with and impacts the ways she researches self-efficacy and TYC transfer students. Afterwards, each body chapter (Chapters 3, 4, and 5) opens with a transition situating it in the broader story of the dissertation. Chapter 3 opens by reminding readers of the reasons for our qualitative approach to studying self-efficacy. Then, it describes the development of a qualitative codebook for self-efficacy. Chapter 4 opens by explaining our shift to a narrative analysis case study of a single transfer student. This chapter ultimately diverged from self-efficacy, and Chapter 4 will discuss the reasons and the results of that narrative analysis, stating that supporting characters were instrumental in a transfer student's success story. The chapter ends with implications for universities to learn from TYCs. The dissertation transitions to Chapter 5 by broadening out from a single student's case study to a positively impactful course experience at a TYC for STEM students intending to transfer. This chapter describes design considerations learned from the course as well as opportunities the course provided for student self-efficacy experiences. Chapter 6 discusses the story across all three body chapters as situated in the research framing and concludes the dissertation.

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

Mode of access: World Wide Web

ISBN: 9798357576637Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

STEM educationIndex Terms--Genre/Form:

542853
Electronic books.

Anti-Deficit Framing TYC Transfer Students' Self-Efficacy as Contextually Impacted by Education Environments.
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