Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps?

Item request has been placed! ×
Item request cannot be made. ×
  Processing Request
  • Source:
    European Journal of STEM Education, v4 n1 Article 8 2019. 15 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1222747
      Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
    • Peer Reviewed:
      Y
    • ISSN:
      2468-4368
    • Subject Terms:
    • Subject Terms:
    • Abstract:
      Background: Over the past two decades, inclusive STEM (science, technology, engineering, and mathematics) high schools have emerged as one strategy for increasing and broadening participation in STEM majors and careers, particularly for currently underrepresented students in those fields. However, limited research has examined whether strategies used in inclusive STEM schools can actually improve students' STEM-related attitudes and academic achievement, and reduce gender and race/ethnicity gaps. Material and Methods: The current exploratory study uses multiple linear regression models to examine associations between students' ratings of inclusive STEM school strategies and student outcomes. Interactions were also used to explore whether such associations differed by students' gender identity and race/ethnicity. Results: Results indicate that when students report positive implementation of specific strategies used by inclusive STEM schools, race/ethnicity and gender gaps in science attitudes and overall academic achievement are reduced or reversed. Conclusions: Findings from this study set the stage for further research, suggesting that while some inclusive STEM high school strategies may have the potential to contribute to STEM outcomes across diverse populations of students, significant gaps remain.
    • Abstract:
      As Provided
    • Number of References:
      -1
    • Physical Description:
      15
    • Education Level:
      High Schools; Secondary Education
    • Journal Code:
      SEP2019
    • Publication Date:
      2019
    • Accession Number:
      EJ1222747
  • Citations
    • ABNT:
      LAFORCE, M. et al. Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps? European Journal of STEM Education, [s. l.], v. 4, n. 1, 2019. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1222747&custid=s8280428. Acesso em: 8 dez. 2019.
    • AMA:
      LaForce M, Zuo H, Ferris K, Noble E. Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps? European Journal of STEM Education. 2019;4(1). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1222747&custid=s8280428. Accessed December 8, 2019.
    • APA:
      LaForce, M., Zuo, H., Ferris, K., & Noble, E. (2019). Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps? European Journal of STEM Education, 4(1). Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1222747&custid=s8280428
    • Chicago/Turabian: Author-Date:
      LaForce, Melanie, Huifang Zuo, Kaitlyn Ferris, and Elizabeth Noble. 2019. “Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps?” European Journal of STEM Education 4 (1). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1222747&custid=s8280428.
    • Harvard:
      LaForce, M. et al. (2019) ‘Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps?’, European Journal of STEM Education, 4(1). Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1222747&custid=s8280428 (Accessed: 8 December 2019).
    • Harvard: Australian:
      LaForce, M, Zuo, H, Ferris, K & Noble, E 2019, ‘Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps?’, European Journal of STEM Education, vol. 4, no. 1, viewed 8 December 2019, .
    • MLA:
      LaForce, Melanie, et al. “Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps?” European Journal of STEM Education, vol. 4, no. 1, Jan. 2019. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1222747&custid=s8280428.
    • Chicago/Turabian: Humanities:
      LaForce, Melanie, Huifang Zuo, Kaitlyn Ferris, and Elizabeth Noble. “Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps?” European Journal of STEM Education 4, no. 1 (January 1, 2019). http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1222747&custid=s8280428.
    • Vancouver/ICMJE:
      LaForce M, Zuo H, Ferris K, Noble E. Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps? European Journal of STEM Education [Internet]. 2019 Jan 1 [cited 2019 Dec 8];4(1). Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1222747&custid=s8280428