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THE RELATIONSHIP BETWEEN ATTENDING SCIENCE AND MATH ACADEMIES
AND STUDENTS’ COLLEGE COURSE TAKING PATTERNS
by
Barbara Jean Shannon
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2006
Copyright 2006 Barbara Jean Shannon
Object Description
| Title | The relationship between attending science and math academies and students' college course taking patterns |
| Author | Shannon, Barbara Jean |
| Author email | bshannon@westridge.org |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date submitted | 2006 |
| Restricted until | Unrestricted |
| Date published | 2006 |
| Advisor (committee chair) | McComas, William F. |
| Advisor (committee member) |
Hollins, Etta Colbert, Joel |
| Abstract | Various studies address the question of why students fail to choose careers in the STEM fields of science, mathematics, engineering and technology. Inadequate preparation in these areas in secondary school has been shown to be one contributing factor. There is a lack of research on the possible role that alternative schools focusing on science and math play in preparing students for careers in STEM fields. Using student survey and interview data, this study addresses this deficiency by targeting three math and science academies.; Subjects were members of the class of 2005. Responses from student surveys were analyzed to examine the relationship between attendance at one of three science and math academies and the courses students pursued in the freshman year of college. Data from the alumni survey database maintained by the National Consortium of Specialized Secondary Schools of Math, Science, and Technology were used to ascertain if students graduating from science and math academies showed a greater persistence in intent to pursue STEM related careers than the national norm. Comparisons of interview data, websites, and documents revealed the differences and similarities between the three science and math academies in preparing students for careers in math and science.; Statistical analysis of student responses found that generally, students reported that attending these particular schools gave them an advantage over their peers in taking advanced level courses during the freshman year. When compared with the national percent distribution for freshman intending to pursue STEM majors, the data provided by the Consortium showed that students who graduated from the science and math academies in the study showed greater intent to pursue STEM majors by 19-25 percentage points over their peers.; The schools provide a challenging, rigorous curriculum. Students are expected to take more science and math courses than they would if they had remained at their home schools while completing other courses as well. Mentoring by professionals in STEM fields provide opportunities for real world experiences and the impetus for students to think about life beyond high school. |
| Keyword | STEM; science; math |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m792 |
| Rights | Shannon, Barbara Jean |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Shannon-2006 |
| Archival file | uscthesesreloadpub_Volume26/etd-Shannon-2006.pdf |
Description
| Title | Page 1 |
| Full text | THE RELATIONSHIP BETWEEN ATTENDING SCIENCE AND MATH ACADEMIES AND STUDENTS’ COLLEGE COURSE TAKING PATTERNS by Barbara Jean Shannon A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2006 Copyright 2006 Barbara Jean Shannon |
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