Investigating STEM Support and Persistence Among Urban Teenage African American and Latina Girls Across Settings
Bibliographic Data
| ID | 10856489 |
|---|---|
| Authors | Melissa Koch (0000-0002-5815-5887, Anita Borg Institute, Palo Alto CA, USA, corresponding author), Patrik Lundh (SRI International, Menlo Park, CA, USA), Christopher J Harris (0000-0002-4231-7802, SRI International, Menlo Park, CA, USA), Christopher Harris (0009-0005-6850-8884, SRI International) |
| Year | 2019 |
| Volume | 54 |
| Issue | 2 |
| Pages | 243-273 |
| Publication date | 2019-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085915618708 |
| OpenAlex | W2418166165 |
| Language | EN |
| Citations received | 17 |
| References cited | 44 |
This study contributes to the emerging research literature on science, technology, engineering, and mathematics (STEM) support and persistence activities among urban teenage African American and Latina girls. We present three case studies of girls who participated in an afterschool STEM curriculum. Our within- and cross-case analyses focused on how various supports explained girls’ STEM persistence and career plans. Findings highlight the important role that parents played in supporting girls’ persistence and career interests across settings. These findings emphasize the need for research that spans settings to better understand the interplay of support networks that influence girls’ STEM interest and persistence
African american · Curriculum · Developmental psychology · Pedagogy · Persistence (discontinuity) · Sociology · Career Development and Diversity · Child Development and Digital Technology · Psychology · Youth Development and Social Support
Cloaked in Invisibility
The Cellular Construction Workshop
“I am able to have a different lens and different approach
Understanding Racially Minoritized Girls’ Perceptions of Their STEM Identities, Abilities, and Sense of Belonging in a Summer Camp
Co-Learning
Changing the gendered status quo in engineering? The encouraging and discouraging experiences of young women with engineering aspirations
Present in class yet absent in science
Examining Black Girls’ Experiences in STEM From a Critical Race Feminist Lens
Constructing STEM identity
Experiences, activities, and personal characteristics as predictors of engagement in STEM ‐focused summer programs
Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations
It's Not Rocket Science
Navigating the Intersectionality of Race/Ethnicity, Culture, and Gender Identity as an Aspiring Latina STEM Student
Effects of Race/Ethnicity, Gender, and Intonation on Secondary Science Teachers’ Evaluation of Spoken Responses
Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms
Introducing the Predictors of Black Outcomes in STEM Survey (PBOSS)
Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood
Planning Early for Careers in Science
Achievement in Math and Science
Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence.
Contextual supports and barriers to career choice
Rethinking diversity in learning science
Case Study Research
Building Theories from Case Study Research
The Four-Phase Model of Interest Development
Interest and Self-Sustained Learning as Catalysts of Development
Contending with group image
Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action
Studying gender and ethnic differences in participation in math, physical science, and information technology
Learning Science in Informal Environments
Cultural Brokers
Financial Strain, Neighborhood Stress, Parenting Behaviors, and Adolescent Adjustment in Urban African American Families
The Role of Parents and Teachers in the Development of Gender-Related Math Attitudes
Learning to Labor
The Role of Social Support in Students’ Perceived Abilities and Attitudes Toward Math and Science
Funds of Knowledge for Teaching in Latino Households
Latino Parent Involvement
Disrupting the Logic of Home-School Relations
From Moral Supporters to Struggling Advocates
School Engagement Among Latino Youth in an Urban Middle School Context
Latino Parent Involvement and School Success
Science Aspirations, Capital, and Family Habitus
Crafting a Future in Science
Latino Parent Home-based Practices That Bolster Student Academic Persistence
Understanding Women's Educational And Occupational Choices
The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement
A threat in the air
Social Support Matters
Five Misunderstandings About Case-Study Research
| Unique citing works | 17 |
|---|---|
| Citations per year | 1,89 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |