Middle School Girls' STEM Education: Using Teacher Influences, Parent Encouragement, Peer Influences, And Self Efficacy To Predict Confidence And Interest In Math And Science
Loading...
Authors
Rabenberg, Tabetha A.
Issue Date
2013-12
Type
Thesis
Language
en_US
Keywords
Science--Study and teaching (Middle school)--United States--Evaluation , Technology--Study and teaching (Middle school)--United States--Evaluation , Engineering--Study and teaching (Middle school)--United States--Evaluation , Mathematics--Study and teaching (Middle school)--United States--Evaluation
Alternative Title
Abstract
Reports are clear that there is an underrepresentation of women in science, technology,
engineering, and mathematics (STEM) careers. With the current and predicted future shortage of
STEM workforce, it is more important than ever to encourage young women to enter these
important fields of study. Using Bronfenbrenner’s Bioecological Model, possible predictors of
middle school girls’ confidence and interest in math and science where explored. The factors in
this study included the macrosystems of age and race/ethnicity and the microsystems of selfefficacy,
teacher influences, parent encouragement, and peer influences. Sequential regression
analysis results revealed that self-efficacy was a significant predictor for confidence in math and
science. While, math/science teacher influences and peer influences were significant predictors
of interest and confidence in both math and science. Sequential regression analysis also
indicated age was a significant predictor of math interest. The results of this study provides
information on the systemic connections among the variables and suggestions on how to impact
middle school girls’ STEM development, thus impacting the future STEM workforce.
Description
99 pages
Citation
Publisher
Drake University