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Exploring the Factors that Influence and Motivate Female Students to Enroll and Persist in Collegiate STEM Degree Programs: A Mixed Methods Study
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In: Educational Administration: Theses, Dissertations, and Student Research (2014)
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Abstract:
Nationally, the need for an increase in interest, enrollment, and degrees awarded from science, technology, engineering and mathematics (STEM) degree programs continues to suffer. While students are enrolling in collegiate STEM degree programs, it is not occurring at a rate that meets the workforce demand. In addition to the concern that there is not a sufficient amount of collegiate STEM majors, there is a concern over too few females enrolling and persisting in collegiate STEM degree programs. This mixed methods sequential exploratory research study considered the factors that influence and motivate undergraduate female students to enroll and persist in collegiate STEM degree programs. The research study was conducted in four phases. The first phase of the study focused on exploring the factors that influenced first-year female freshmen to enroll in a collegiate STEM degree program. Qualitative data were collected from undergraduate females enrolled in a STEM degree program. The second phase, instrument development, involved developing a survey instrument that consisted of 15 questions. The survey included a combination of (a) the Motivated Student Learning Questionnaire, (b) the questions developed from the findings from the qualitative phase, and (c) a demographic section. In the third phase of the research study, quantitative data collection, the survey instrument was administered to a sample of undergraduate female STEM majors. The fourth phase integrated the findings from the qualitative and quantitative phases. Five factors were considered as being significant to undergraduate female STEM majors when choosing a collegiate degree program: (a) helping others in their career, (b) having access to pre-collegiate STEM exposure, (c) obtaining information about STEM career pathways, (d) establishing relationships with influential stakeholders, and (e) developing confidence in math and science. The findings from this study illustrate the role of K-12 STEM educators, pre-collegiate STEM outreach programs, and STEM education policymakers in influencing and motivating female students to enroll and persist in collegiate STEM degree programs. Adviser: James O’Hanlon
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Keyword:
and Historical Methodologies; and Research; Comparative; Education Policy; Educational Assessment; Educational Methods; Educational Sociology; Evaluation; females in STEM; Higher Education; Higher Education Administration; Inequality and Stratification; mixed methods research and pre-collegiate STEM curriculum; Qualitative; Quantitative; Science and Mathematics Education; Science and Technology Policy; self-efficacy; Social Statistics; STEM education
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URL: https://digitalcommons.unl.edu/cehsedaddiss/171 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1175&context=cehsedaddiss
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Au delà de l’opposition quantitatif/qualitatif. Convergence des opérations de la recherche en analyse du discours
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In: Corela (2014) (2014)
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La producción científica actual en Didáctica de la Lengua y la Literatura en revistas españolas
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 21, 2014, pags. 281-299 (2014)
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Szenisches Lernen im Fremdsprachenunterricht: die Evaluation eines Schulversuchs
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 5 ; 3 ; 337-350 (2013)
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Sozialer Austausch im Symphonieorchester
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In: Führung und Kunst ; 33 ; Managementkonzepte ; 127-140 (2013)
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Stichprobenziehung von Ehepaaren: ein Praxisbericht zur Erhebung von seltenen Paarkombinationen
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In: Methoden, Daten, Analysen (mda) ; 7 ; 1 ; 35-58 (2013)
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Ein neues Verfahren für namensbasierte Zufallsstichproben von Migranten
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In: Methoden, Daten, Analysen (mda) ; 7 ; 1 ; 5-33 (2013)
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Ma Ying-jeou's presidential discourse
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In: Journal of Current Chinese Affairs ; 41 ; 3 ; 33-68 ; Taiwan under KMT rule: recent trends in domestic politics and cross-strait relations (2013)
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Evaluation der kompensatorischen Sprachförderung: Abschlussbericht
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In: 77 (2013)
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Evaluation der kompensatorischen Sprachförderung: erster Zwischenbericht
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In: 65 (2013)
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Kooperation von Eltern, Kindern, Elementarbereich und Schule im Hamburger FÖRMIG-Projekt "Family Literacy"
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 5 ; 4 ; 385-396 (2013)
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Evaluation der kompensatorischen Sprachförderung: zweiter Zwischenbericht
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In: 76 (2013)
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Making College Count: An Examination of Quantitative Reasoning Activities in Higher Education
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In: Numeracy (2013)
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Physical Inactivity Among Francophones and Anglophones in Canada
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Comparison of Dietary Intake Between Francophones and Anglophones in Canada: Data From CCHS 2.2
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Recruiting Doctors From and for Underserved Groups: Does New Brunswick’s Initiative to Recruit Doctors for Its Linguistic Minority Help Rural Communities?
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Official Language Minority Communities in Canada: Is Linguistic Minority Status a Determinant of Mental Health?
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Tres décadas de investigación española en comunicación: hacia la mayoría de edad
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 41, 2013, pags. 15-24 (2013)
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Bill Gates, Kesha und Tom im Siegerland. Kinder und ihre Lernbiografien – Beiträge aus dem Projekt LISA&KO
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Wagener, Anna Lena Hrsg.. - : Universität, Arbeitsgruppe Primar- und Sekundarstufe, 2012. : Siegen, 2012. : pedocs-Dokumentenserver/DIPF, 2012
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In: Siegen : Universität, Arbeitsgruppe Primar- und Sekundarstufe 2012, 265 S. (2012)
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The Correlation between the Three Reading Fluency Subskills and Reading Comprehension in At-Risk Adolescent Readers
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In: Doctoral Dissertations and Projects (2012)
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