打印

作者

来源

URBAN EDUCATION,Vol.54,Issue2,P.243-273

语言

英文

关键字

African American students; urban education; Hispanic students; minority academic success; parent participation; PARENT INVOLVEMENT; SCHOOL ENGAGEMENT; SCIENCE; IDENTITY; ACHIEVEMENT; MIDDLE; EDUCATION; FAMILIES; LOGIC; MODEL

作者单位

[Koch, Melissa] Anita Borg Inst, Content & Curriculum, Palo Alto, CA USA. [Lundh, Patrik] SRI Int, Ctr Technol Learning, 333 Ravenswood Ave, Menlo Pk, CA 94025 USA. [Harris, Christopher J.] SRI Int, Ctr Technol Learning, Sci Educ, 333 Ravenswood Ave, Menlo Pk, CA 94025 USA. Koch, M (reprint author), Anita Borg Inst, 1501 Page Mill Rd,MS 1105, Palo Alto, CA 94304 USA. E-Mail: melissak@anitaborg.org

摘要

This study contributes to the emerging research literature on science, technology, engineering, and mathematics (STEM) support and persistence activities among urban teenage African American and Latina girls. We present three case studies of girls who participated in an afterschool STEM curriculum. Our within- and cross-case analyses focused on how various supports explained girls' STEM persistence and career plans. Findings highlight the important role that parents played in supporting girls' persistence and career interests across settings. These findings emphasize the need for research that spans settings to better understand the interplay of support networks that influence girls' STEM interest and persistence.