Degree Completion of Underrepresented Minorities Majoring in Mathematics as a Function of Undergraduate Student Programs

Abstract Students with disabilities, minorities, and women are underrepresented in the critical demand courses of study in Science, Technology, Engineering, and Mathematics (STEM) undergraduate college enrollment. Institutions of higher education in the United States of America are challenged with a continuous need for undergraduate students to choose and earn a STEM degree. The 2019 annual report of Women, Minorities, and Persons with Disabilities in Science and Engineering indicated these groups continue to be disproportionately underrepresented relative to the U.S. population. In 2014, the U.S. Department of Education reported that upon graduation students studying mathematics in college have higher employment rates and salaries as compared to other college majors. National, federal, state, nonprofit, and private programs aimed at increasing underrepresented minority (URM) undergraduate degree completion and integrating student involvement through delivery of targeted programs are active in trying to meet this demand for STEM college to career. A causal comparative quantitative research design was utilized to analyze the program and degree completion of African American students at colleges and universities seeking an undergraduate degree in mathematics. The researcher used Alexander W. Astin’s theory of student involvement (1984) to examine elements of program delivery. The analyses indicate a statistically significant finding for degree completion at the colleges and universities which completed proposals and were awarded funding to initiate a program. The results of the independent samples t-test p \u3c 0.001 and a Hedges’ g large effect size = 0.8 suggests that colleges and universities advocate to access and implement the Historically Black Colleges and Universities Undergraduate Program to increase URM degree completion integrating as core the student involvement. Based on the results of the study, the future research of comparable programs for other underrepresented groups, such as students with disabilities and undergraduate majors, such as engineering are recommended

Jack and Jill Went Up the Hill, but Jill Won Both Ways: The True Story about Differential Academic Achievement

This longitudinal study was designed to examine how science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affected the success of high school women in comparison with high school men in mathematics and science, with English performance as a control. We analysed the four-year performance, course-taking, and retention of high school students (n = 186) in these three subjects in a school where STEM PBL was enacted. Students’ Texas state-mandated high-stakes test scores were collected. A repeated measures MANOVA was used for analysing changes in performance after infusing STEM PBL activities into their classes. The results indicated that there was a statistically significant change in scores for both men and women in mathematics and science; however, the attrition for women was much less than for men. We included implications for how to escalate women's performance and retention in STEM-based areas

The Effects of Technology Integration On AVID Students Compared to Other Middle School Students

Student disengagement in the learning process is problematic, especially in the middle grades. Studies show that technology infusion in classroom instruction promotes student learning and behavior when effectively integrated. Employing the theory of constructivism, this study explored technology infusion in a college and career readiness program based on the assumption that integration aids in the construction of knowledge. The purpose of this study was to analyze the difference between the performance scores of AVID and non-AVID groups in middle schools. Archived test results for the Preliminary Scholastic Achievement Test (PSAT) were compared on a sample of non-AVID and AVID middle school groups in schools with both programs located in Texas. A quantitative casual-comparative design explored the dependent and independent variables. PSAT performance scores represented the dependent variable. The independent variable was defined as the type of instruction provided (AVID vs. Non-AVID). The independent samples t-test tested hypotheses for significance at 0.05 level. There was not a statistically significant difference in the mean scores of the two groups in the schools. The results had implications for determining whether technology integration assists in motivating students to perform and for aiding the teaching profession in general in decision making regarding infusing technology in classroom instruction

Year Five Annual Report: Activities, Findings and Evaluators\u27 Reports

The National Center for Engineering and Technology Education (NCETE) received funding from the National Science Foundation on September 15, 2004. Originally NCETE proposed the following goals for the Center: • To build capacity in graduate education and develop a new cadre of leaders who are engaged in research, teacher preparation, and professional development with the knowledge and skill to integrate engineering into technology education • To conduct research in how students learn engineering and technological concepts; how students learn design and problem solving, assessment and evaluation strategies; and how best to prepare technology teachers • To refocus technology teacher education (TTE) to prepare increasing numbers of new teachers, representing the diversity of the nation, who can infuse engineering principles, predictive analytical methods, and design into the K-12 schools • To design and deliver professional development for practicing K-12 teachers and TTE faculty to enhance their knowledge and skills so they can infuse engineering principles, predictive analytical methods, and design into the curriculum, thereby enhancing problem solving abilities in students. • To develop methods for encouraging a diverse array of K-12 students to choose science, technology engineering and mathematics careers

The social side of school: Why teachers need social psychology

Teaching and learning are fundamentally social enterprises. In attempting to understand, explain, and predict social behavior, social psychologists have amassed scores of empirically-grounded, fundamental principles. Yet, many such principles have yet to be applied to classrooms despite the social nature of these settings. This article illustrates how infusing novel concepts from social psychology into teachers’ repertoires holds untapped potential to improve their pedagogy, ability to motivate students, and capacity to enrich students’ understanding of subject matter. This article first examines three domains of social psychology – social cognition, influence/persuasion, and interpersonal relations – and illustrates how applications of principles from each domain could benefit classrooms. Next, two exemplars are presented to demonstrate the efficacy of past interventions that are rooted in social psychological principles. Finally, pathways through which teacher educators can introduce new social psychological concepts and applications to teachers are explored

The Influence of Integrating Technology in Language Learning Courses

Second language learning (L2) in many parts of the world often involves students in rote memorization and repetitive tasks that are not motivational. This study investigated how technology can be integrated into teaching to support active language learning and personal engagement that benefits motivation, course satisfaction and enhances social experiences. Theories guiding this investigation included Gardner's Integrative theory of language learning involving social construction, cooperative learning and communicative competence, and Dörnyei's L2 Motivational Self System that involves successful engagement with the ideal self, ought-to-self, and L2 learning experience. Participants included 315 students in two Taiwanese universities taking night courses in year 1-4 English courses. Both universities integrate technology across the courses with video clips, audio listening, web searching and creating presentations. Students completed a 66 item "Motivation to Learn English with Technology" survey near the end of the term that included these sections: 1) Desire to Learn English, 2) Preference of Learning Style, 3) Social Experience, 4) Course Satisfaction, 5) Level of Engagement, 6) Technology Experience, and 7) Demographics. Data was analyzed using multiple and simple regression as well as correlation analysis. Desire to Learn English had a positive relationship with Preference of Learning with Technology; r =.37, p <.05. Learning with Technology also has a positive relationship with Activity Engagement r =.33, p<.05. Preference of Learning with Technology was a positive predictor of Course Satisfaction; R square=.22, F(1, 313)=86.75, p <.05. Technology Experience was also a positive predictor of course satisfaction; R square=.03, F(1, 313)=9.50, p<.05. Preference to Learn with Traditional Methods was also a positive predictor of Course Satisfaction ( r =.49), p<.05. Desire to Learn English also shows positive relationship with social experience r=.35, p<.05; and Social Experience shows positive correlation with Course Satisfaction r=.55, p<.05. The Demographics (gender, academic major, academic year, and English level) were not significant predictors. Students with a higher preference for learning with technology are more likely to become actively involved in class activities, have greater desire to learn English, and gain a higher degree of course satisfaction. Because learning with technology appears to benefit motivation and course satisfaction, educators might consider integrating technology throughout their language-learning curriculum

Teachers\u27 Perceptions of an Integrated Third Grade Curriculum\u27s Effects on Students\u27 Reading Achievement

School leaders in a Virginia urban school district designed and implemented a reading-infused integrated curriculum to address Grade 3 students\u27 struggles to read and comprehend grade-level text. Informed via a constructivist approach, the curriculum integrated the core subjects, reading, and service learning for developing competent readers, thinkers, and problem solvers. This instrumental case study focused on 13 Grade 3 teachers\u27 perceptions of the integrated curriculum in regards to their students\u27 reading achievement. Qualitative data were collected from face-to-face interviews, students\u27 progress of work documents, and the district\u27s integrated curriculum unit. Open coding was employed to analyze the data. Inductively, triangulated data sources were analyzed. Findings indicated that teachers perceived the integrated theme unit, teacher collaboration, and training in the area of reading to be beneficial, but that they found trainings on pedagogical practices of content integration and service learning to be lacking. Based on these findings, a project was developed to support the district\u27s integrated curriculum program by providing a professional development program to Grade 3 teachers on pedagogical practices for implementing a constructivist-integrated curriculum. This project study can contribute to positive social change by providing the district\u27s Grade 3 teachers with an integrated curriculum for students struggling to read and comprehend grade level text, which prepares students for school success, college, and the global work force

Reconceptualizing Mathematical Word Problems to Reflect Social Justice Principles and Culturally Relevant Teaching

As currently developed and written, mathematical word problems lack cultural relevance for an increasingly culturally diverse population in elementary schools in the United States. The design and context of mathematical word problems promote the norms, values, and beliefs of the dominant culture while potentially negatively influencing students from non-dominant culture engagement and achievement in mathematics. The purpose of this sequential, explanatory mixed-methods study was threefold: to (a)examine in-service teachers’ preexisting beliefs about the relevance of social justice and culturally relevant teaching related to their mathematics instructional practices before receiving a synchronous online professional development program; (b) assess the impact of the synchronous online professional development program on teachers’ beliefs and classroom practices related to social justice and culturally relevant teaching in mathematics; and (c) understand in-service elementary math teachers’ perception of infusing culturally relevant contexts in mathematics on student engagement. Thirty elementary mathematic teachers with more than one year of teaching experience participated in the study. Quantitative data was collected via the Dispositions for Culturally Responsive Pedagogy Scale and the Learning to Teach for Social Justice – Beliefs Scale and qualitative data was gathered through interviews. Analysis revealed that although teachers did not score significantly higher on the DCRPS, or LTSJ-BS posttest compared to the pretest they felt that reframing word problems using culturally relevant and social justice topics would increase student engagement in the mathematics classroom. They expressed that utilizing these contexts would create word problems that are more relevant and relatable to students. A consensus amongst participants was that the synchronous online professional development program increased participants’ awareness of the messages word problems could potentially send to students. One of the study’s key findings is that teachers feel more comfortable using culturally relevant contexts than social justice contexts in mathematics. Teachers pointed at the lack of student maturity, parental conflicts, and state laws banning controversial topics as some of the reasons for not feeling comfortable using social justice contexts in their classroom. The synchronous online professional development was instrumental in teacher understanding and ability to reframe mathematical word problems

Promotion of student learning by small, rural school districts as they design and integrate technology plans

How will small, rural school districts promote student learning by the design and integration of technology plans? In addition, other elements that affect the successful implementation of technology include time, money, and attitude. Realistic goals should be established based on these elements. Research included in this paper focuses on concepts and applications that could be implemented in a school with limited financial resources. If technology is to have an impact on student learning, it must be used in ways that reflect a new understanding of learning. Technology not only may assist traditional instruction, but it may also aid in the transformation of education. This process must become more active and emphasize curiosity, social interaction, and problem-solving experiences. Educational technology has existed since the turn of this century. Many students, teachers, and parents have observed this since the early 1980\u27 s when the personal computer began appearing in our homes. The School Improvement Technology Act will enable public schools to implement technology equitably into the learning environment

Effects of Professional Development on Infusing Engineering Design into High School Science, Technology, Engineering and Math (STEM) Curricula

The purpose of this study was to examine the effects of professional development (PD) on the infusion of engineering design into high school curricula. Four inservice teachers with backgrounds in physics, chemistry, industrial education, math, and electrical engineering participated in the 2006 National Center of Engineering and Technology Education (NCETE)-sponsored PD workshops at California State University, Los Angeles (CSULA) and provided three sources of data that were used to answer the research question, “What are the effects of PD on infusing engineering design into high school science, technology, engineering, and math (STEM) curricula”? Three major themes emerged from the data. They were (a) incorporation of PD content, (b) challenges with incorporating PD content, and (c) benefits of incorporating PD content. It was shown that the effect that the NCETE PD had on the infusion of engineering design into high school curricula varied among each of the four teachers due to their subject area, educational backgrounds, and experiential knowledge. Implications of these findings may be used to inform the design and delivery of future STEM PD efforts