提升边缘化的学生在生命科学中的归属体验:一种定性案例研究方法
Dion T Harry1, Ashtin Crawford2, Chaterlee Pamintuan2
1School of Educational Foundations, Leadership and Aviation, Oklahoma State University, Stillwater, OK 74078.
CBE life sciences education
|December 6, 2024
概括
在科学,技术,工程和数学 (STEM) 领域的边缘化学生,当部门使用包容性教学,支持和人性化的教育时,他们会感受到更多的归属感,并坚持下去. 集中这些体验可以提高所有学生的STEM参与度.
科学领域:
- 生命科学教育教育 生命科学教育
- 在STEM多样性和包容性.
背景情况:
- 学生的归属对于科学,技术,工程和数学 (STEM) 领域的参与和坚持至关重要.
- 传统上被边缘化的学生往往面临着在STEM学科中属于的障碍.
- 了解学生的经验是培养包容性部门文化的关键.
研究的目的:
- 探索部门经验如何塑造边缘化本科生在STEM中的归属感.
- 确定增强在课程和课外环境中的归属感的具体策略.
- 为了解和改善STEM教育集中边缘化的学生声音.
主要方法:
- 定性案例研究设计.
- 采访27名本科生命科学学生在一个大,主要是白人,科研密集型大学.
- 分析学生对归属感,部门经验以及多样性,公平性和包容性 (DEI) 努力的反思.
主要成果:
- 出现了三个关键主题:包容性教学,课外资源和支持,以及人性化生命科学教育.
- 学生们重视与这些主题相关的战略的真实和故意实施.
- 部门的经验显著影响了学生的归属感和在STEM中的坚持.
结论:
- 集中边缘化学生的生活经验对于确定改善STEM教育的有效策略至关重要.
- 包容性教学,强大的课外支持和人性化的教育对于培养归属感至关重要.
- 机构政策和部门文化必须有意设计,以支持STEM中的多元化学生.
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