Little Scientists: Identity, Self-Efficacy, and Attitudes Toward Science in a Girls' Science Camp

dc.contributor.advisorZvoch, Keith
dc.contributor.authorTodd, Brandy
dc.date.accessioned2016-02-24T00:24:35Z
dc.date.available2016-02-24T00:24:35Z
dc.date.issued2016-02-23
dc.description.abstractUnderrepresentation of women and minorities in the science, technology, and engineering (STEM) fields is a perennial concern for researchers and policy-makers. Many causes of this problem have been identified. Less is known about what constitutes effective methods for increasing women’s participation in STEM. This study examines the role that identity formation plays in encouraging girls to pursue STEM education and careers utilizing data from a cohort-based, informal science enrichment program that targets middle-school-aged girls. A Mixed-methods design was employed to examine girls’ science interests, efficacy, attitudes, and identity—referred to as affinities. Quantitative data were collected before and after program participation using science affinity scales. Qualitative data included observations, focus groups, and individual interviews. This study builds on past research conducted on the same program. The study is presented in three components: fidelity of implementation, participant affinities, and science identity theory building. Quantitative and qualitative measures reveal that the program was implemented with high fidelity. Participants had high initial affinities for science as compared to a contrast group. Analysis of qualitative data of science affinities revealed several themes in girls’ attitudes, experiences, and intentions toward science. Emergent themes discussed include girls’ preferences and interests in science, gender and science efficacy, attitudes toward science, and elements of science identities. Archetypes of emergent science identities developed in this study (expert, experimenter, and inventor) inform different ways in which girls engage with and envision science study and careers. Implications for best practice in fostering science engagement and identities in middle-school-aged girls include the importance of hands-on science activities, the need for enthusiastic relatable role models, and an emphasis on deep understanding of scientific principles.en_US
dc.identifier.urihttps://hdl.handle.net/1794/19704
dc.language.isoen_US
dc.publisherUniversity of Oregon
dc.rightsCreative Commons BY-NC-ND 4.0-US
dc.subjectGender Disparitiesen_US
dc.subjectInformal Science Educationen_US
dc.subjectScienceen_US
dc.subjectSTEMen_US
dc.subjectWomenen_US
dc.titleLittle Scientists: Identity, Self-Efficacy, and Attitudes Toward Science in a Girls' Science Camp
dc.typeElectronic Thesis or Dissertation
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadership
thesis.degree.grantorUniversity of Oregon
thesis.degree.leveldoctoral
thesis.degree.namePh.D.

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