Report
Perspectives of Underrepresented Students on Influences and Barriers to STEM Education
2023
DOI:
https://doi.org/10.7273/000007283
Abstract
There is a continued underrepresentation of groups of students in science, technology, engineering, and mathematics (STEM) fields. Efforts to increase the number of underrepresented students in STEM-related fields have become an important part of national issues (National Science Foundation, 2015). Researchers and educators have worked with underrepresented individuals with race, ethnicity, gender, and socio-economic differences in STEM programs, and different teaching approaches (e.g., problem-based learning, project-based learning, interdisciplinary approach, transdisciplinary approach, multidisciplinary approach) have been developed to encourage the pursuit of STEM careers (Laforce et al., 2019; Roehrig et al., 2021; Shernoff, 2013). STEM high schools are set to give opportunities to a larger number of underrepresented students through their simplified mode of enrollment and provide real-world experiences that will motivate and prepare students for STEM careers (Means et al., 2019). A National Academies of Sciences, Engineering, and Medicine committee stated that until the STEM pipeline is broadened and conducive for all students irrespective of their background in an attractive way will the United States achieve its STEM goals (National Academies, 2005). “Beyond the interest in providing knowledge and skills that will be valuable in the economy is the value of having such knowledge and skills to support responsible citizenship in a pluralistic society”. (National Academies of Sciences, Engineering, and Medicine, 2016, p. 13)
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Details
- Title
- Perspectives of Underrepresented Students on Influences and Barriers to STEM Education
- Creators
- Yetunde Morenike Adaramola (Author)
- Academic Unit
- School of Biological Sciences
- Identifiers
- 99901214350801842
- Language
- English
- Resource Type
- Report
- Course Name
- RESEARCH IN STEM EDUCATION ; TCH_LRN 571